In this examination of the crossroads between linguistics and mathematics, Rowland (mathematics education, Homerton College, U. of Cambridge) argues that vagueness in mathematical discourse (particularly for those of us just learning something) can be viewed as a "subtle and versatile device which speakers can and do deploy to make mathematical assertions with as much precision, accuracy, or as much confidence as they judge is warranted by both the content and the circumstances of their utterances." The foundation of this theory came from mathematical conversations Rowland held with students (ages 5-25) in which he examined the circumstances when vagueness arose in mathematical talk. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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