Developing Disciplinary Literacy in Mathematics: Learning from Professionals Who Use Mathematics in Their Jobs

• Published in: Journal of adolescent & adult literacy Vol. 63; no. 4; pp. 415 - 423
• Main Authors: Croce, Keri-Anne, McCormick, Montana K
• Format: Journal Article
• Language: English
• Published: Wiley-Blackwell 2020
• Subjects: Audiences; Communities of Practice; Discourse Analysis; Intellectual Disciplines; Language Usage; Languages for Special Purposes; Mathematics; Mentors; Occupations; Power Structure; Professional Personnel; Specialists; Teaching Methods
• ISSN: 1081-3004
• DOI: 10.1002/jaal.1013

Pedagogy within the field of disciplinary literacy can be shaped by those who use mathematics in their jobs. The authors draw on the results of a study that investigated language used by professionals who use mathematics in their jobs. The findings of the study suggest that professionals use language to determine the change requested by a client, create a solution, and present the solution within a narrative crafted for a specific audience. In addition, professionals are members of different language communities. The construct of a language community involves defining how roles and power structures specifically shape audiences for disciplinary language. The authors offer recommendations as to how student apprentices may examine language as they enter into language communities with professionals who become specialists/mentors. Students can also practice using language for specific purposes through a process called linguistic inquiry and discourse analysis.