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Students talking: an analysis of how students convey attitude in maths talk



This paper makes a comparative analysis between the maths talk of two 17-year-old students in dialogue with their teacher about some problems in coordinate geometry. The analysis uses linguistic clues to construct a portrait of Each student, drawing on the work of Halliday, Stubbs and Hedge and Kress to examine how the students use modality markers to convey social and mathematical attitude. The analysis is used to draw comparisons between the ways in which the two students respond to the classroom mathematical culture

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