This book offers an international perspective on the current and future state of the research, focusing, in particular, on the role and use of language in mathematics school teaching and learning. It focuses on the development of a unified view of the languages of the learners, of the teachers and of mathematics by considering the role of language in the learning, teaching and doing of mathematics in the classroom, and the current richness and plurality of language and culture.
The contributions in this volume combine to show how views of language and of language research in mathematics education have changed significantly in recent decades, and how they will continue to change and become even more complex and challenging in the era of diversity. All of these contributions by leading scholars are grouped into two sections for emphasis on issues of:
• Theorising the complexity of language in mathematics teaching and learning
• Opening spaces of learning with mathematics classroom research on language
This book will be of great interest to mathematics teachers, teacher educators, curriculum developers and mathematics education researchers who deal with the study and implementation of pedagogies of mathematics teaching and learning, specifically in regions of the world which are culturally and sociolinguistically diverse.
Table of Contents
SECTION I Theorising the complexity of language in mathematics teaching and learning
1. Developing a perspective on multiplicity in the study of language in mathematics classrooms Candia Morgan, Núria Planas and Marcus Schütte
2. Language, paralinguistic phenomena and the (same-old) mathematics register David Pimm
3. Bewitched by language: Questions on language for mathematics education research Anna Sfard
4. Learners’ language in mathematics classrooms: What we know and what we need to know Judit N. Moschkovich
5. Content and context specificity matter in the ‘how’ of language responsive mathematics teacher professional development Jill Adler
6. Conceptualising and researching mathematics classrooms as sites of communication Candia Morgan
SECTION II Opening spaces of learning with mathematics classroom research on language
7. The role of mathematical vocabulary in moving from the particular to the general with visual Nick Andrews, Lucy Dasgupta and Jenni Ingram
8. Mathematics through play: The influence of adult intervention on young children’s shifts between play and mathematical discourses Marie Thérèse Farrugia
9. Multilingual mathematics learning from a dialogic-translanguaging perspective Núria Planas and Anna Chronaki
10. Quality dimensions for activation and participation in language-responsive mathematics classrooms Kirstin Erath and Susanne Prediger
11. Real-world contexts in the mathematics classroom and their impact on the pupils’ language and mathematical learning Elisa Bitterlich and Marcus Schütte
12. Preservice teachers learning from teaching mathematics in multilingual classrooms Toril Eskeland Rangnes and Tamsin Meaney
Núria Planas is Professor of Mathematics Education at the School of Education of Universitat Autònoma de Barcelona in Catalonia, Spain. Her classroom research and developmental work lie within the domain of multilingual mathematics teaching and learning.
Candia Morgan is Professor of Mathematics Education at Institute of Education, University College London in England, UK. Her research critically focuses on the nature of mathematical communication within different practices of mathematics and mathematics education.
Marcus Schütte is Professor at the Institute of Special Education, Leibniz University Hannover in Germany. His research focuses on language-related forms of mathematical learning processes in the primary school with the main focus on classroom interaction.