English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This research analyzes the Scientific Language (LC) in texts written by math teachers in a teacher education activity with Mathematical Modelling (MM). The data were compiled by questioning 19 teachers who teach mathematics in the final years of elementary and high school, participants in a continuing education project. To analyze the use/appropriation of LC of teachers and the contribution of ideas of their linguistic capacity, it is based on Halliday and Biembengut and evaluates: conceptual appropriation, lexical aspects, nominalizations and style of textual sequence. The results indicate that these teachers, in general, have conceptual mastery of MM. Although they use lexical items, referential terms and reduced grammatical metaphors, they write their texts with varied styles predominating narrative versions of description and/or explanation. It is concluded that although there has been a high level of conceptual appropriation, they have little linguistic mastery of LC.

A linguagem científica de professores de matemática em atividade de formação continuada