Mathematics education and language

Planas, Núria; Morgan, Candia; Schütte, Marcus

doi:10.4324/9781315113562-15

Cited by 29 publications

(18 citation statements)

References 13 publications

(1 reference statement)

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“…The fourth video demonstrates ways to encourage parent–child oral communication through shared book‐reading. Employing dialogic reading strategies (U.S. Department of Education, 2006; Whitehurst et al, 1988) to increase children's exposure to mathematical language has been found to positively influence their mathematical skills (Purpura et al, 2017), highlighting the discursive nature of mathematics (Planas et al, 2018). This storybook creates opportunities for the adult to enact dialogic reading strategies relating to quantity, numerosity of sets, sequencing, and spatial language.…”

Section: Methodsmentioning

confidence: 99%

Using smartphones to disseminate home learning support to primary caregivers: An exploratory proof‐of‐concept study

Cohrssen

Richards

Wang

2023

Infant and Child Development

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During the Covid‐19 pandemic, kindergartens in Hong Kong have sought ways in which to support children's learning at home while schools were closed. We report on a proof‐of‐concept study: short videos intended to support playful learning at home were distributed to parents/caregivers of preschool children via a smartphone app; toys and a storybook were provided to their children. No significant changes were observed in the importance attached to literacy and numeracy by parents/caregivers over time, perhaps because parents/caregivers place high value on children's academic progress in Hong Kong. However, significant increases in mean scores were observed for the intervention group but not the control group with regard to reported frequency of playing counting games and discussing/participating in weighing or measuring activities. Readily accessible opportunities to recognize learning in playful activities may have contributed to changed practices at homes. Highlights Reports the extent of the impact of short videos distributed via a smartphone app on parents'/caregivers' HLE practices during Covid‐19 kindergarten closures. Survey data reveal parent/caregiver practice unchanged by 4x weekly videos. However, practices increased across waves in the intervention group. Smartphone dissemination of HLE demonstration videos holds promise as a strategy, but threshold conditions require further research.

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Section: Methodsmentioning

confidence: 99%

Using smartphones to disseminate home learning support to primary caregivers: An exploratory proof‐of‐concept study

Cohrssen

Richards

Wang

2023

Infant and Child Development

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“…Research on the role of language in school mathematics is complex and diverse, and it includes the learner's linguistic capabilities (e.g., Barwell, 2018), the use of language in the mathematics classroom (e.g., Rowland, 1999), and the language of mathematics itself (e.g., Pimm, 1987). In a recent review of such research, Planas et al (2018) reflected the complexity and diversity of foci and approaches by noting that language is increasingly viewed as inseparable from culture and that mathematics classrooms themselves are "configurations of discursive activity " (p. 197). These points align well with the research reported here, although our unit of analysis is not an individual's use of language, for example, but the linguistic structures that give rise to the discourses in which individual actions occur.…”

Section: Part 1: Transcreations Of the Work Of Learners 21 Theoretica...mentioning

confidence: 99%

Learning metaphors and classroom enactments: Understanding webs of association and their entailments for school mathematics

Davis,

Francis,

Towers

et al. 2023

Asian Journal for Mathematics Education

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Oriented by the observation that cross-cultural comparisons of mathematics teaching have had little impact on the evolution of classroom practice, we develop the thesis that approaches to school mathematics are rooted in metaphors and sustained by associations that are language specific. We examined distinct webs of meaning for the words “learn” and “teach” in three languages: English, Czech, and Japanese. By applying a tool designed for analyzing bodily classroom (inter)activity, we aim to demonstrate that the meanings of these words are evident in practices that are readily observed in video recordings of mathematics lessons conducted in these languages. We suggest that efforts toward “transcreation” rather than “translation” are better fitted to hopes of interpreting and informing classroom practices across languages.

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“…For the socio-constructivists, mathematical knowledge is socially originated and mathematical debate synonymous with doing mathematics and developing meaning. From this perspective, “participating in mathematical communication is learning mathematics” (Planas et al , 2018, p. 117). As Stamou and Chronarki (2007) remark, students need to be helped to move away from a vision of mathematical knowledge as established by an external authority, towards a vision of mathematical knowledge as something they can construct for themselves through their own activity.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Reflection about the kinds of activities which create such opportunities has led to the development of new models and methods for maths teaching. Manipulating objects to create links between empirical realities and abstract concepts (Planas et al , 2018), discovery approaches (Stamou and Chronarki, 2007) and non-routine problems (Simon, 1995) have all been used with interesting results.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Within these different contexts, teacher–student interactions can serve a number of different purposes (procedural, constructive, de-contextualising, re-contextualising, questioning). For classroom interactions to help students to create and transform knowledge, the teacher must lead the pupils towards their “own” discovery of what is nonetheless required knowledge, via a careful process of observation of student activity, listening, questioning and responding (Barwell, 2016; Planas et al , 2018).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Pedagogical continuity: myth or reality?

Coulange

Stunell

Train2

2021

JRIT

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PurposeIn March 2020, with only two working days’notice the French national education system went online due to the coronavirus pandemic. This study explores the relationship between the move to distance learning, the teaching practices employed and the socio-economic context of the learners in French schools during this period. We ask how far the changes in teaching practices during the coronavirus crisis were influenced by the social context of teaching. And to what extent this context influenced the focus of the pedagogical continuity those teachers set up.Design/methodology/approachA review of the literature situates the study within the field of mathematics teaching practices. The study was carried out through a multidimensional analysis using multiple correspondences of the responses of 368 French secondary school mathematics teachers to an online questionnaire.FindingsWe found that the unprepared move to distance learning impeded the employment of dialogic practices. The socio-economic situation of the teaching was identified as a determining factor in the teachers' different interpretations of the term pedagogical continuity. Whilst those working in more deprived areas tended towards practices which focused on maintaining pupils' links with school, consolidation of knowledge and providing social/affective support, those teaching a more privileged public favoured tools and practices which allowed them to focus on the disciplinary content of their teaching.Practical implicationsThe challenge of maintaining dialogic activities – teacher education to combat inequalities.Originality/valueA quantitative study of mathematics teachers providing pedagogical continuity through distance learning for the duration of the crisis.

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Mathematics education and language

Cited by 29 publications

References 13 publications

Using smartphones to disseminate home learning support to primary caregivers: An exploratory proof‐of‐concept study

Using smartphones to disseminate home learning support to primary caregivers: An exploratory proof‐of‐concept study

Learning metaphors and classroom enactments: Understanding webs of association and their entailments for school mathematics

Pedagogical continuity: myth or reality?

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