By David Eugene Smith
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Well, I’m starting to get a headache. The transcript above also illustrates one of the difficulties associated with translation. Where a technical term is used in the original language, a literal translation may not correspond to the equivalent English form of the technical term (for example: middle point or mid-point). We have chosen to translate the Japanese wording of the technical term literally, while indicating in parentheses the corresponding English version of the technical term. In this way, the connotations and entailments of the original phrasing and the institutionalized status of the technical term are available for analysis and interpretation.
In D. J. Clarke, J. Emanuelsson, E. Jablonka, & I. A. H. ), Making connections: Comparing mathematics classrooms around the world (pp. 73-106). Rotterdam: Sense Publishers. Pimm, D. (1987). Speaking mathematically – Communication in mathematics classrooms. London: Routledge & Kegan Paul. Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. Cambridge University Press. , & Thompson, P. W. (2008). Toward a framework for the development of mathematical knowledge for teaching.
1962). Thought and language. Cambridge, MA: MIT Press. Walkerdine, V. (1988). The mastery of reason: Cognitive development and the production of rationality. London: Routledge. , & Anthony, G. (2008). The teacher’s role in classroom discourse: A review of recent research into mathematics classrooms. Review of Educational Research, 78, 516-551. Wong, N-Y. (2004). The CHC learner’s phenomenon: Its implications on mathematics education. In L. Fan, N-Y. Wong, J. Cai, & S. ), How Chinese learn mathematics: Perspectives from insiders (pp.