Exploring Mathematical Language Use and Classroom Dynamics in Quantitative Methods

Mathematical success relies heavily on understanding and using specific language and vocabulary. Developing mathematical language through both informal and explicit instruction is vital for helping students navigate math content. While prior studies have analyzed classroom conversations quantitatively, there's a gap in understanding the interaction between mathematical language and student-teacher dynamics during discussions. Employing natural language processing (NLP) tools and statistical techniques, this research analyzes the NCTE transcript data to quantitatively assess how mathematical language influences, and is influenced by, classroom dynamics. Key findings show that specific conversational features, such as teachers’ questioning techniques and student reasoning, significantly affect the usage of mathematical language. Our study offers insights into how mathematical language interacts with student and teacher dialogic features, contributing to a deeper understanding of the dynamic interplay between language use and pedagogical strategies in enhancing mathematical comprehension.