Abstract
As teachers, our use of imperatives (e.g., find, explain) and personal pronouns (e.g., you, we, I) contribute to our students’ learning and the roles they take in class. Using an ethnographic case study design, I explored the language of the written and enacted curriculum in a fundamental algebra course. My analysis revealed the power of language in the relationship between the authors and readers and the teacher and students. Providing students with a share in authority can increase their engagement.
Document Type
Brief
DOI
10.5703/1288284317839
Recommended Citation
Huffman Hayes, Amanda, "The Power of Our Words: Imperatives and Personal Pronouns in Written and Enacted Mathematics Curriculum" (2025). Indiana STEM Education Conference. 12.
https://docs.lib.purdue.edu/instemed/2025/briefs/12
Included in
The Power of Our Words: Imperatives and Personal Pronouns in Written and Enacted Mathematics Curriculum
As teachers, our use of imperatives (e.g., find, explain) and personal pronouns (e.g., you, we, I) contribute to our students’ learning and the roles they take in class. Using an ethnographic case study design, I explored the language of the written and enacted curriculum in a fundamental algebra course. My analysis revealed the power of language in the relationship between the authors and readers and the teacher and students. Providing students with a share in authority can increase their engagement.