What is mathematics teaching talk for? A response based on three sites of practice in mathematics education

Planas, Núria; Adler, Jill; Mwadzaangati, Lisnet

doi:10.1007/s11858-022-01452-5

Cited by 6 publications

(1 citation statement)

References 32 publications

(47 reference statements)

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“…(p. 246), the idea of designing language and instruction for inducing learners' into mathematical communication and reasoning is present. Planas et al, (2022Planas et al, ( online/2023) have expressed some caution in the consideration of instructional designing that does not address the design of mathematics teaching talk on its own as well, specifically the perils of suggesting this talk and its design as subordinated to, backgrounded or subsumed into the mathematical discourse practices, the written materials for supporting them, and their design. As the field of mathematics education has developed, and as our understanding of the tensions and the role of language in mathematics teaching has fostered further research and more attention to teacher education and professional development, other tensions have arisen.…”

Section: Concept 1: Instructional Designingmentioning

confidence: 99%

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

Planas

Pimm

2023

ZDM Mathematics Education

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In this article, we present a narrative review of mathematics education research on language and on communication over 2019–2022, but also look ahead by addressing challenges posed by the lack of distinction between language and communication. The persistence and significance of the problem of the distinction between language and communication are thus outlined in a historical moment of celebration of growth of research in the domain. Informed by the analysis of a selection of research journal articles and by our trajectories, we discuss influential topics in the recent discourse: multilingual mathematics classrooms; mathematics teacher education on language in mathematics teaching; multimodal mathematical communication; interaction and mathematics learning; mathematical language and discourse. We connect this with new emerging or old revisited concepts: instructional designing, gesturing, argumenting and languaging. We finish by further reflecting on multimodal mathematical communication and gesturing, and on the potential of expanding the notion of mathematics register towards a notion of mathematics communication register.

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Section: Concept 1: Instructional Designingmentioning

confidence: 99%

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

Planas

Pimm

2023

ZDM Mathematics Education

View full text Add to dashboard Cite

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Experienced teachers talking about their mathematics teaching with linguistically disadvantaged learners

Ingram,

Abbott,

Smith

et al. 2024

J Math Teacher Educ

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Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged and at considerable risk of school failure and early dropout. This is the case in many parts of the world. While much has been researched on linguistically disadvantaged learners in the fields of sociology and general pedagogy, little is known about the classroom teaching of mathematical content in language-responsive ways for all learners in school. Experienced mathematics teachers draw on a wealth of knowledge of content teaching in language-responsive ways developed through their practices working with linguistically disadvantaged learners in their classrooms. In this paper we report on interviews with some of these experienced mathematics teachers from seven educational contexts focusing on teaching probability in language-responsive ways. We focus on what we can learn from these teachers that could inform our practice as mathematics teacher educators and our research. We identify three challenges and three practices that add nuance and depth to theoretical research findings and recommendations on language in mathematics teaching, which can potentially develop these findings in more practical and accurate ways.

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Language as a resource for teachers describing mathematics classroom teaching and learning: a comparative approach

Artigue

Knipping

Novotná

et al. 2023

ZDM Mathematics Education

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Describing mathematics classroom teaching and learning is part of a professional expertise. Comparing ‘our distinct stories’ and ‘our professional languages’ about teaching and learning in mathematics classes around the world, reveals cultural and linguistic underpinnings of our ‘stories’ and ‘languages’. Analysing and understanding these ‘stories’ and ‘languages’ in the form of narratives of classroom lessons, is a methodological approach that allows us to study and compare language as a resource across different cultural and linguistic contexts. We based our approach on results of the Lexicon Project, which set out to document the terms and the professional vocabulary that teachers use for describing the phenomena of middle school mathematics classrooms around the world, but enlarged this approach by narratives and a narrative methodology. Our cultural comparative approach based on these narratives revealed not only technical terms that define and make explicit didactical intentions, techniques and approaches, but also offered narrative descriptions of the enactment of the didactic intentions and techniques in situ. This approach provides a deeper understanding of the potential of language and turned out to be valuable for understanding how language orients teachers’ visions and analyses of mathematics classrooms.

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What is mathematics teaching talk for? A response based on three sites of practice in mathematics education

Cited by 6 publications

References 32 publications

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

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

Experienced teachers talking about their mathematics teaching with linguistically disadvantaged learners

Language as a resource for teachers describing mathematics classroom teaching and learning: a comparative approach

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