Sitti Maesuri Patahuddin
Indonesian government policy stipulating English as the language of mathematics instruction has created dilemmas for mathematics teachers since they are themselves not proficient in English communication, or with the English mathematics register. The question thus arose as to how mathematics online learning resources (in English) could support the development of learners’”English Maths” proficiency. Would the language in which mathematical ideas are communicated deny learners access to mathematics learning and constrain teachers’ capacity to develop rich mathematical talk? Both questions will be discussed through critical incidents from video data analysis of one teacher, teaching fractions in a secondary school.