Facing and challenging language ideologies towards a more inclusive understanding of language in mathematics education research—the case of sign languages

Abstract

Research on language in mathematics education is largely dominated by a ‘normalcy’ of spoken languages. This modal hegemony does not only affect a whole group of learners in failing to provide access that is epistemologically equitable—those using sign language as their preferred mode for mathematical discourse—it also obscures our view on the roles language can play in mathematical thinking and learning. As a field, we can only win from seeking to understand Deaf learners of mathematics beyond a disability, as learners of mathematics with a specific linguistic background that influences mathematical thinking and learning in peculiar ways. In this contribution, I suggest a shift in mindset towards a more inclusive view on language in mathematics education research and practice. I propose basic principles to inform a perspective for reconsidering the role of language in mathematics thinking and learning, inspired by work of philosopher Francois Jullien. This perspective counters a perspective that merely integrates sign language into existing research and instead searches for dialogue between linguistic modalities in learning mathematics, looking beyond language as spoken or written. This approach will be illustrated by the case of the modal affordance of iconicity foregrounded in signed mathematical discourse, its role in Deaf students’ mathematics thinking and learning, and how this can inform existing research and practice dealing with language in mathematics education.