Mathematics education research on language and on communication including some distinctions: Where are we now?

Planas, Núria; Pimm, David

doi:10.1007/s11858-023-01497-0

Cited by 3 publications

(2 citation statements)

References 60 publications

(63 reference statements)

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“…For a more thorough summary of recent studies on languaging and, more generally, language and communication in mathematics education, see, e.g., Morgan et al (2014), Moschkovich (2021), and Planas and Pimm (2024).…”

Section: Previous Researchmentioning

confidence: 99%

“…In the context of mathematics, the term "languaging" refers to the process of making meaning of and shaping knowledge about a mathematical idea through language, cf. Planas & Pimm (2024). In the process of multimodal languaging, a learner utilizes several semiotic systems, and communication between two or more individuals involves transmitting and receiving information through these channels.…”

Section: Introductionmentioning

confidence: 99%

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Programming as a mediator of mathematical thinking

Tossavainen,

Johansson,

Juhlin

et al. 2024

LUMAT

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We report on three episodes from a case study where upper secondary students numerically explore the definite integral in a Python environment. Our research questions concern how code can mediate and support students' mathematical thinking and what kind of sociomathematical norms emerge as students work together to reach a mutual understanding of a correct solution. The main findings of our investigation are as follows. 1) Students can actively use code as a mediator of their mathematical thinking, and code can even serve as a bridge that helps students to develop their mathematical thinking collaboratively. Further, code can help students to perceive mathematical notions as objects with various properties and to communicate about these properties, even in other semiotic systems than the mathematical language. 2) For the participating students, a common norm was that an acceptable solution is a sufficient condition for the correctness of the solution method although students were aware of a problem in their code, yet also other norms emerged. This demonstrates that learning mathematics with programming can have an effect on what kind of sociomathematical norms emerge in classroom.

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Section: Previous Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Programming as a mediator of mathematical thinking

Tossavainen,

Johansson,

Juhlin

et al. 2024

LUMAT

View full text Add to dashboard Cite

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

Krause

2023

ZDM Mathematics Education

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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.

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Early numeracy opportunities through number stories with marginalised families

Graven,

Jorgensen

2023

ZDM Mathematics Education

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We explore the potential of merging numeracy and literacy, through using number stories to stimulate mathematical engagement with young, marginalized learners in their communities. Our data emerges from the Family Maths Storytime Programme (FMSP) run in partnership with teachers in two South African schools. The FMSP conducted sessions with caregivers of pre-Grade 1 learners that focused on supporting mathematical talk in the home centred around four number storybooks with linked activities and games. Drawing on Bourdieu’s notion of habitus and other socio-cultural theories emphasising opportunities for talk and reasoning for learning we explore: Did the FMSP enable the integration of home and school numeracy and literacy practices? If so, what evidence is there of such integrated practices? What is the nature of the described practices? Our analysis focuses on 20 caregiver interviews following their participation in the FMSP that was initially run after school in two English medium pre-Grade 1 classrooms. NVivo coding highlighted key themes across interviews. The findings show how modelling engagement with merged literacy and numeracy practices in the programme enabled changing practices, dispositions, and forms of capital in relation to engaging with these in the home. We highlight how supporting home-based and story inspired engagement with marginalised learners supports equity goals in contexts where learners from indigenous backgrounds often begin and remain mathematically behind grade expectations in school.

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Mathematics education research on language and on communication including some distinctions: Where are we now?

Cited by 3 publications

References 60 publications

Programming as a mediator of mathematical thinking

Programming as a mediator of mathematical thinking

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

Early numeracy opportunities through number stories with marginalised families

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