Metadiscourse Markers in Pure Mathematics Textbooks

Hassan Banaruee, Amir Mohammadian, Esmail Zare-Behtash

Abstract


The aim of this study was to investigate the use of metadiscourse markers in Mathematics textbooks. To achieve this objective, four chapters of A First Course in Abstract Algebra were selected for data collection. The results showed that interactive markers were more frequent than interactional markers. Among interactive markers, transitions were the most frequent. Logical, proof-based relationship among sentences in Mathematics textbooks is suggested to be the main reason behind the high frequency of transition markers. Endophorics and engagement markers existed in high frequency. Wide use of graphs, figures, charts, and tables are one of the main reasons for the presence of endophorics in Mathematics textbooks. Finally, low frequency of self-mentions and evidentials is another characteristic of Mathematics textbooks that distinguishes them from research articles. The study provides material developers effective implications to apply the metadiscoursal aspects of English in textbooks.

Full Text:

PDF


DOI: https://doi.org/10.5296/gjes.v3i2.11796

Refbacks

  • There are currently no refbacks.


Global Journal of Educational Studies ISSN 2377-3936

Copyright © Macrothink Institute 

To make sure that you can receive messages from us, please add the 'macrothink.org' domains to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', please check your 'spam' or 'junk' folder.