Language and Communication in Mathematics Education: International Perspectives PDF
Preview Language and Communication in Mathematics Education: International Perspectives
ICME-13 Monographs Judit N. Moschkovich David Wagner · Arindam Bose Jackeline Rodrigues Mendes Editors Marcus Schütte Language and Communication in Mathematics Education International Perspectives ICME-13 Monographs Series editor Gabriele Kaiser, Faculty of Education, Didactics of Mathematics, Universität Hamburg, Hamburg, Germany Each volume in the series presents state-of-the art research on a particular topic in mathematics education and reflects the international debate as broadly as possible, while also incorporating insights into lesser-known areas of the discussion. Each volumeisbasedonthediscussionsandpresentationsduringtheICME-13Congress and includes the best papers from one of the ICME-13 Topical Study Groups or Discussion Groups. More information about this series at http://www.springer.com/series/15585 Judit N. Moschkovich David Wagner (cid:129) Arindam Bose Jackeline Rodrigues Mendes (cid:129) ü Marcus Sch tte Editors Language and Communication in Mathematics Education International Perspectives 123 Editors JuditN.Moschkovich Jackeline Rodrigues Mendes Education Department Faculty of Education University of California, SantaCruz State University of Campinas SantaCruz, CA Campinas, São Paulo USA Brazil DavidWagner Marcus Schütte Faculty of Education Institut für Erziehungswissenschaft University of NewBrunswick Technische UniversitätDresden Fredericton, NB Dresden Canada Germany ArindamBose CentreforEducationInnovationandAction TataInstitute of Social Sciences Bombay India ISSN 2520-8322 ISSN 2520-8330 (electronic) ICME-13 Monographs ISBN978-3-319-75054-5 ISBN978-3-319-75055-2 (eBook) https://doi.org/10.1007/978-3-319-75055-2 LibraryofCongressControlNumber:2018930111 ©SpringerInternationalPublishingAG,partofSpringerNature2018 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpart of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission orinformationstorageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilar methodologynowknownorhereafterdeveloped. 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Printedonacid-freepaper ThisSpringerimprintispublishedbytheregisteredcompanySpringerInternationalPublishingAG partofSpringerNature Theregisteredcompanyaddressis:Gewerbestrasse11,6330Cham,Switzerland Contents Part I Overviews of Language and Communication Research in Mathematics Education International Perspectives on Language and Communication in Mathematics Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 David Wagner and Judit N. Moschkovich Sixty Years (or so) of Language Data in Mathematics Education . . . . . 11 David Pimm Subject-Specific Academic Language Versus Mathematical Discourse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Marcus Schütte Recommendations for Research on Language and Learning Mathematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Judit N. Moschkovich Part II Learner Focused Research Making Student Explanations Relevant in Whole Class Discussion . . . . 51 Jenni Ingram, Nick Andrews and Andrea Pitt How Learners Communicate Their Mathematics Reasoning in Mathematics Discourse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Benadette Aineamani Dealing with Function Word Problems: Identifying and Interpreting Verbal Representations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Carina Zindel The Interplay of Language and Objects in the Process of Abstracting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Marei Fetzer and Kerstin Tiedemann v vi Contents Intersecting Language Repertoires When 4-Year-Olds Count . . . . . . . . 105 David Wagner and Annica Andersson Explaining as Mathematical Discursive Practices of Navigating Through Different Epistemic Fields . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Kirstin Erath Part III Teacher Focused Research Interactional Processes in Inclusive Mathematics Teaching . . . . . . . . . . 139 Judith Jung A Teacher’s Use of Revoicing in Mathematical Discussions . . . . . . . . . . 157 Kaouthar Boukafri, Marta Civil and Núria Planas Authority and Politeness: Complementary Analyses of Mathematics Teaching Episodes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Konstantinos Tatsis and David Wagner The Use of Language in the Construction of Meaning for Natural Number . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Lorena Trejo-Guerrero and Marta Elena Valdemoros-Álvarez “I Am Sorry. I Did Not Understand You”: The Learning of Dialogue by Prospective Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Raquel Milani Part IV Language Diversity Research Teacher Knowledge and Teaching Practices in Linguistically Diverse Classrooms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 M. Alejandra Sorto, Aaron T. Wilson and Alexander White PodcastsinSecondLanguageMathematicsTeachingasanInstrument for Measuring Teachers’ Language Awareness . . . . . . . . . . . . . . . . . . . 233 Christine Bescherer and Pelagia Papadopoulou-Tzaki ExploringHowaGrade7TeacherPromotesMathematicalReasoning in a Multilingual Mathematics Class of English Second Language Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249 Faith Lindiwe Tshabalala TheMeaningof‘Number’inKaiabiLanguage:IndigenousTeachers’ Identity Discourses in a Multilingual Setting . . . . . . . . . . . . . . . . . . . . . 263 Jackeline Rodrigues Mendes Contributor Biographies. .... ..... .... .... .... .... .... ..... .... 273 Part I Overviews of Language and Communication Research in Mathematics Education International Perspectives on Language and Communication in Mathematics Education David Wagner and Judit N. Moschkovich Abstract This chapter introduces this volume, which arose from the conversations among90scholarsfrom23countrieswithinthetopicstudygrouponLanguageand Communication in Mathematics Education at the 16th International Congress of Mathematical Education, which convened in Hamburg, Germany. The chapter describesthegoalsofthetopicstudygroupandthediversityofcontributions,andit introducesthepapersthatwereselectedforelaborationandpublicationinthisvolume. 1 Background Languageandcommunicationarerecognizedtobecorecomponentsintheteaching and learning of mathematics, but there are many outstanding questions about the nature of interrelationships among language, mathematics, teaching, and learning. Recentresearchhasdemonstratedthewiderangeoftheoreticalandmethodological resources that can contribute to this area of study, including those drawing from cross-disciplinary perspectives influenced by, among others, sociology, psychol- ogy, linguistics, and semiotics. Thusitiswarrantedforscholarswhotakethesequestionsseriouslytogatherand discusstheirlatestwork.Animportantcontextforthiskindofknowledgesharingis presented every four years at the International Congress of Mathematical Education(ICME).Thisisalargeconferencethatconvenestopicstudygroupsfor important research foci within the larger field. One of these topic study groups is entitledLanguageandCommunicationinMathematicsEducation.AttheICME13 conference, convened in Hamburg, Germany in 2016, this topic study group (TSG)wasorganizedbyco-chairsJuditN.Moschkovich(USA)andDavidWagner D.Wagner(&) UniversityofNewBrunswick,Fredericton,Canada e-mail:[email protected] J.N.Moschkovich UniversityofCalifornia,SantaCruz,USA e-mail:[email protected] ©SpringerInternationalPublishingAG,partofSpringerNature2018 3 J.N.Moschkovichetal.(eds.),LanguageandCommunicationinMathematics Education,ICME-13Monographs,https://doi.org/10.1007/978-3-319-75055-2_1 4 D.WagnerandJ.N.Moschkovich (Canada), and their team including Arindam Bose (India and South Africa), Jackeline Rodrigues Mendes (Brazil), and Marcus Schütte (Germany). This volume arose from the conversations among 90 scholars within the topic studygroup(TSG)onLanguageandCommunicationinMathematicsEducationat the16thICMEconference.Thereareotherregulargatheringsofscholarswhostudy languageandcommunicationinthefield,butICMEisspecialbecauseitdrawsthe mostdiversegroupintermsofcountriesrepresented.AtICME16,theTSGincluded scholarsfromthefollowingcountries:USA(14),Germany(13),Italy(8),China(7), Japan(7),SouthAfrica(6),Canada(4),Korea(4),Norway(3),Turkey(3),United Kingdom(3),Brazil(2),Colombia(2),Denmark(2),Ireland(2),Mexico(2),Spain (2),Sweden(2),Thailand(2),Algeria(1),Greece(1),India(1),Uruguay(1).While some of the participants are from countries typically represented at international conferences,itisclearthatthisTSGincludesscholarsfromregionsthatarerelatively new to research on the topic of language and communication in mathematics edu- cation.WestructuredtheTSGsessionstofeatureandrepresentthemostinnovative approachestotheresearchandalsotogiveusinsightintotheconcernsbroughtfrom regionsthatarerelativelynewtotheconversation.Thisvolumecompriseselaborated versions of just some of the papers presented in the TSG during the conference, benefitting from time to extend the writing based on the feedback received at the conference.SomeofthechaptersinthisvolumearethefirstEnglishlanguagepub- licationsfor theauthorsbeyondconferenceproceedings.Thisspeakstotheimpor- tanceofgatheringsthatassemblescholarsrepresentingsuchdiversity. The TSG invited presentation, discussion, and reflection on current approaches to research on language and communication related to learning and teaching mathematics. The invitation to contribute to the TSG described “language and communication” in its broadest sense to mean the multimodal and multi-semiotic nature of mathematical activity and communication, using not only language but also other sign systems. The TSG thus welcomed contributions focusing on all modesofcommunication—oral,written,gestural,visual,etc.TheTSGbuiltonthe strong body of research in mathematics education that addresses these issues and also considered important questions that remain. Several themes described in the TSG-31 description were addressed during the main sessions: the role oftheoryinunderstandinglanguage andcommunication in mathematics education; multiple methods for researching mathematics education; relationshipsamonglanguage(andothersignsystems),mathematicalthinking,and learning mathematics; language, communication, and mathematics in classrooms and communities; and using theoretical and methodological tools from other disciplines such as linguistics, semiotics, discourse theory, sociology, etc.
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