Language and Mathematics Education
Multiple Perspectives and Directions for Research
A volume in the series: Research in Mathematics Education. Editor(s): Barbara J. Dougherty, Iowa State University.
Published 2010
Issues of language in mathematics learning and teaching are important for both practical and theoretical reasons. Addressing issues of language is crucial for improving mathematics learning and teaching for students who are bilingual, multilingual, or learning English. These issues are also relevant to theory: studies that make language visible provide a complex perspective of the role of language in reasoning and learning mathematics. What is the relevant knowledge base to consider when designing research studies that address issues of language in the learning and teaching of mathematics? What scholarly literature is relevant and can contribute to research? In order to address issues of language in mathematics education, researchers need to use theoretical perspectives that integrate current views of mathematics learning and teaching with current views on language, discourse, bilingualism, and second language acquisition. This volume contributes to the development of such integrated approaches to research on language issues in mathematics education by describing theoretical perspectives for framing the study of language issues and methodological issues to consider when designing research studies. The volume provides interdisciplinary reviews of the research literature from four very different perspectives: mathematics education (Moschkovich), Cultural-Historical-Activity Theory (Gutiérrez, Sengupta-Irving, & Dieckmann), systemic functional linguistics (Schleppegrell), and assessment (Solano-Flores). This volume offers graduate students and researchers new to the study of language in mathematics education an introduction to resources for conceptualizing, framing, and designing research studies. For those already involved in examining language issues, the volume provides useful and critical reviews of the literature as well as recommendations for moving forward in designing research. Lastly, the volume provides a basis for dialogue across multiple research communities engaged in collaborative work to address these pressing issues.
CONTENTS
Foreword, David Pimm. Preface, Judit N. Moschkovich. 1 Language(s) and Learning Mathematics: Resources, Challenges, and Issues for Research., Judit N. Moschkovich. 2 Developing a Mathematical Vision: Mathematics as a Discursive and Embodied Practice, Kris D. Gutiérrez, Tesha Sengupta-Irving, and Jack Dieckmann. 3 Language in Mathematics Teaching and Learning: A Research Review, Mary J. Schleppegrell. 4 Function and Form in Research on Language and Mathematics Education, Guillermo Solano-Flores. 5 Recommendations for Research on Language and Mathematics Education, Judit N. Moschkovich. Afterword, Beth Warren. Contributors.
RELATED CATEGORIES
> EDUCATION: Research
> MATHEMATICS: Research
> MATHEMATICS: Study & Teaching
MORE TITLES IN THIS SERIES
The Intended Mathematics Curriculum as Represented in State-Level Curriculum Standards: Consensus or Confusion?
The Classification of Quadrilaterals: A Study in Definition
The History of the Geometry Curriculum in the United States
Mathematics Curriculum in Pacific Rim Countries - China, Japan, Korea, and Singapore: Proceedings of a Conference
A Decade of Middle School Mathematics Curriculum Implementation: Lessons Learned from the Show-Me Project
A Five-Year Study of the First Edition of the Core-Plus Mathematics Curriculum
Future Curricular Trends in School Algebra And Geometry: Proceedings of A Conference
Variability is the Rule: A Companion Analysis of K-8 State Mathematics Standards
Approaches to Studying the Enacted Mathematics Curriculum
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