Exploring code switching in early number sense activities
Bibliographic record
Abstract
Previous research indicated that teachers have a fundamental role in teaching the proper\nlanguage of mathematics, also known as the mathematics register (Pimm, 1978). However, little\nis known about how educators use language to communicate and mediate mathematics during\nthe early years of schooling. This multiple case study explored three educators’ use of languge as\nthey taught number sense in their classrooms, as well as their views and understanding of\nmathematics education. During a month spent collecting data at each of the three sites, the\npreschool, kindergarten, and grade 1 educators were involved in an initial interview, five\nvideotaped teaching sessions, and a recall interview after the video sessions. Discourse analysis\nwas utilized to explore language use (Gee, 2014). Findings indicate that educators code switched\nto the mathematics register (a) when they talked about numbers, number words and counting; (b)\nto revoice students’ ideas; (c) to explain student and teacher actions; (d) to provide new math\ninformation; and (e) when they chose between two terms that belonged to the math register.\nFindings also demonstrated that educators viewed the language of mathematics as an outside\nentity and that they preferred to avoid the use of the mathematics’ register, and relied instead on\nprotoquantitative terms, everyday terms, and words that denoted action to communicate and\nmediate mathematics to young students.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".