PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Providing undergraduates an authentic perspective on mathematical meaning-making: A focus on mathematical text types
Page: 811
A disciplinary literacy perspective suggests that the goal of instruction in any discipline is to apprentice students into increasing participation in the disciplinary community. In this paper we explore four distinct types of mathematical texts and the critical role each plays in mathematical meaning-making. We argue that understanding the nature and uses of mathematical text types moves undergraduate students closer to the goal of approximating/engaging in mathematical practices, resulting in greater access to powerful mathematics.