A commognitive perspective on the use of mathematical vocabulary in a discursive mathematics classroom
Résumé
Introduction Mathematics vocabulary is an essential aspect of mathematical language that enables learners to participate effectively in classroom discourse; however, few studies have examined its development within classroom discourse from a commognitive perspective. This study addresses this gap by offering a commognitive account of the mathematical vocabulary used in a discursive mathematics classroom. Methods Using a qualitative ethnographic research design, data were generated through classroom observations and document analysis and examined using commognition theory as both a theoretical framework and a methodological lens for discourse analysis. The participants comprised 25 learners and their mathematics teacher, selected through purposive sampling. Findings The findings indicate that the mathematical vocabulary in use encompassed both colloquial and technical registers and evolved from routine, phrase-driven usage towards increasingly objectified forms, signalling a more formalized understanding of mathematical objects. Discussion The study contributes to the literature by illuminating how discourse mediates learners' transition from process-oriented to product-oriented participation in mathematical discourse, a shift that supports the development of mathematical proficiency. The results underscore the importance of teachers' deliberate scaffolding of mathematical vocabulary and their use of precise, consistent terms that promote equitable access to the understanding of mathematical concepts. Furthermore, the study highlights discourse-based mathematics learning as a critical pathway for deepening conceptual understanding through language.
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