Ambiguity in the Mathematics Classroom

By R. Barwell. 2005

97 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/80265ceb92125605474395e905119824586ef4f4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Neil Mercer
2. Claire Sams
3. Neal Rogness
4. D. Fisher
5. Jennifer J. Kaplan
6. Robyn M. Gillies

In Education

1. Neil Mercer
2. Claire Sams
3. Neal Rogness
4. D. Fisher
5. Jennifer J. Kaplan
6. Robyn M. Gillies

Citations in the corpus

• Lexical Ambiguity in Statistics: What do Students Know about the Words Association, Average, Confidence, Random and Spread? (2009, background): “The words or phrases that are the same or similar but can be used to express two or more different meanings are said to have lexical ambiguity (Barwell, 2005).”
• Teaching Children How to Use Language to Solve Maths Problems (2006, background): “Others, such as Barwell (2005), have argued that the tendency amongst policy makers and maths educators to stress the distinction between the precise, subject language of mathematics and more informal talk can hinder the process of inducting children into mathematical practices.”
• Lexical Ambiguity in Statistics: How Students Use and Define the Words: Association, Average, Confidence, Random and Spread (2010, background): “These words are said to have lexical ambiguity (Barwell, 2005).”