Clarifiable Ambiguity in Classroom Mathematics Discourse
Document Type
Article
Publication Date
1-2-2020
Department
Department of Mathematical Sciences
Abstract
Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear in a relatively straightforward way if it were attended to. We argue for deliberate attention to clarifiable ambiguity as a critical aspect of attending to meaning and as a necessary precursor to productive use of student mathematical thinking. We illustrate clarifiable ambiguity that occurs in mathematics classrooms and consider ramifications of not addressing it. We conclude the paper with a discussion about addressing clarifiable ambiguity through seeking focused clarification.
Publication Title
Investigations in Mathematics Learning
Recommended Citation
Peterson, B.,
Leatham, K.,
Merrill, L.,
Van Zoest, L.,
&
Stockero, S. L.
(2020).
Clarifiable Ambiguity in Classroom Mathematics Discourse.
Investigations in Mathematics Learning,
12(1), 28-37.
http://doi.org/10.1080/19477503.2019.1619148
Retrieved from: https://digitalcommons.mtu.edu/michigantech-p/2027
Publisher's Statement
© 2019 Research Council on Mathematics Learning. Publisher’s version of record: https://doi.org/10.1080/19477503.2019.1619148