Developing and refining a framework for mathematical and linguistic complexity in tasks related to rates of change

Zahner, William; Milbourne, Hayley; Wynn, Lynda

doi:10.1016/j.jmathb.2018.04.003

Cited by 10 publications

(3 citation statements)

References 27 publications

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“…These findings are consistent with the hypothesis that the linguistic complexity of the Roof Problem may have interfered with ELs' reasoning. The trend of reasoning observed here also aligned with our a priori analyses of the linguistic complexity of the tasks (Zahner et al, 2018).…”

Section: Discussionsupporting

confidence: 85%

“…These two tasks were selected for deeper analysis because they allowed students to engage in the full range of reasoning outlined in Lobato and Ellis (2010) trajectory. Also, the Pool Problem and Roof Problem provided a contrast, both in terms of both their mathematical and linguistic complexity (Zahner et al, 2018). Mathematically, the Pool Problem was relatively complex because it required students to reason about a rate of change in a non-well-ordered table.…”

Section: Discussionmentioning

confidence: 99%

“…In earlier work (Zahner et al, 2018), we developed a framework for analyzing the mathematical complexity and linguistic complexity of mathematical tasks related to rates of change. Some forms of task complexity are primarily mathematical, others are primarily linguistic, and still others are at the intersection of the two.…”

Section: Prior Researchmentioning

confidence: 99%

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Rethinking Learning Trajectories in Light of Student Linguistic Diversity

Zahner

Wynn

2021

Mathematical Thinking and Learning

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Learning trajectory (LT) research in mathematics education has shaped both instructional materials and assessments. But, the body of LT research has also been critiqued for not adequately considering equity and addressing student diversity. This study begins to fill this gap by characterizing the reasoning of 23 multilingual students who participated in task-based interviews about proportional relationships and linear functions. Using tasks aligned with an established LT, the analysis focuses on the interaction of task language demand and student language background. Results show how task linguistic complexity can interfere with accurately interpreting the mathematical reasoning of emergent bilingual students. We discuss the need to (a) incorporate a focus on linguistic diversity when planning instruction and (b) broaden the students who participate in LT research to avoid reinforcing implicitly biased assumptions about diverse learners.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 99%

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Rethinking Learning Trajectories in Light of Student Linguistic Diversity

Zahner

Wynn

2021

Mathematical Thinking and Learning

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Developing Disciplinary Literacy in Mathematics: Learning From Professionals Who Use Mathematics in Their Jobs

Croce¹,

McCormick²

2019

J Adolescent & Adult Lit

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Pedagogy within the field of disciplinary literacy can be shaped by those who use mathematics in their jobs. The authors draw on the results of a study that investigated language used by professionals who use mathematics in their jobs. The findings of the study suggest that professionals use language to determine the change requested by a client, create a solution, and present the solution within a narrative crafted for a specific audience. In addition, professionals are members of different language communities. The construct of a language community involves defining how roles and power structures specifically shape audiences for disciplinary language. The authors offer recommendations as to how student apprentices may examine language as they enter into language communities with professionals who become specialists/mentors. Students can also practice using language for specific purposes through a process called linguistic inquiry and discourse analysis.

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