A whole language approach in mathematics classrooms

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This article discusses the possibility of using a ‘whole language’ approach to the teaching of mathematics. As a foundation for the discussion, an epistemological comparison between language and mathematics is made. Considering both similarities and differences between mathematics and language, an analogy is made transferring the main characteristics of ‘whole language’ to what would be a ‘whole mathematics’ pedagogy. Finally, examples of practical experiences reported in the mathematics education literature are presented to aid in the consideration of the possibility and desirability of such a ‘whole maths’ approach to mathematics teaching.
Original languageEnglish
Pages (from-to)97-112
JournalCurriculum Studies
StatePublished - 1998


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