This book investigates the role of linguistic vagueness and ambiguity in the teaching and learning of mathematics. Tim Rowland, a specialist in mathematics education, examines how teachers and students utilize natural language to negotiate mathematical concepts. By analyzing classroom discourse, the author argues that vagueness is not merely a failure of precision but a functional tool used to manage social interaction and conceptual development in the classroom.

Experts in mathematics education recognize this work as a foundational text for understanding the intersection of language and mathematical cognition. Readers frequently note the academic density of the prose, which is intended for researchers and practitioners in the field of educational linguistics.