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Abstract


Students’ Ability to Use and Understand Mathematical Language and Their Teacher’s Ability to Notice the Ways of How StudentsUse Mathematical Language
This study not only focused on investigating seventh grade estudents’ use of mathematical language correctly, but it also focused on teacher noticing—making sense of events—in the setting of being able to make sense of students’ thinking and the ways of how they used mathematical languages to convey their thinking.For this purpose, we worked with three seventh-grade students who demonstrated different achievement levels in mathematics and their math teacher. We used student tjournals and student interviews in order to investigate students’ use of mathematical language; while we used teacher logs and teacher interview to investigate the process of teacher noticing. Grounded-theory approach guided for the analysis of the data. Each interview was transcribed interesting issues regarding students’ use of mathematical language and teacher noticing were summarized. This study demonstrated that students tended to use mathematical language; however, how often they used mathematical language and how accurate they used it to convey their thinking varied based on their academic achievements. Additionally, participant teacher’s level of noticing of the students’ use of mathematical language differed based on students’ academic achievements.

Keywords
Teacher Noticing, Mathematical Language, Concepts of Area, Geometrical Reasoning Skills.


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