Skip to main content
SpringerLink
Log in

Recommendations for Research on Language and Learning Mathematics

  • Chapter
  • First Online:
Language and Communication in Mathematics Education

Part of the book series: ICME-13 Monographs ((ICME13Mo))

Abstract

This paper describes recommendations for research on language and learning mathematics. I review several issues central to conducting research on this topic and make four recommendations: using interdisciplinary approaches, defining central constructs, building on existing methodologies, and recognizing central distinctions while avoiding dichotomies. I make four recommendations to address these issues.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Barnes, D. (1992). From communication to curriculum. Porstmouth, NH: Heinemann.

    Google Scholar 

  • Barnes, D., & Todd, F. (1995). Communication and learning revisited. Portsmouth, NH: Heinemann.

    Google Scholar 

  • Barwell, R. (2005). Ambiguity in the mathematics classroom. Language and Education, 19(2), 117–125.

    Article  Google Scholar 

  • Barwell, R., Leung, C., Morgan, C., & Street, B. (2005). Applied linguistics and mathematics education: More than words and numbers. Language and Education, 19(2), 141–146.

    Article  Google Scholar 

  • Brenner, M. (1994). A communication framework for mathematics: Exemplary instruction for culturally and linguistically diverse students. In B. McLeod (Ed.), Language and learning: Educating linguistically diverse students (pp. 233–268). Albany: SUNY Press.

    Google Scholar 

  • Bunch, G. C. (2014). The language of ideas and the language of display: Reconceptualizing “academic language” in linguistically diverse classrooms. International Multilingual Research Journal, 8(1), 70–86.

    Article  Google Scholar 

  • Cazden, C. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.

    Google Scholar 

  • Cole, M., & Engestrom, Y. (1993). A cultural historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1–46). Cambridge, England: Cambridge University Press.

    Google Scholar 

  • Crowhurst, M. (1994). Language and learning across the curriculum. Scarborough, ON: Allyn and Bacon.

    Google Scholar 

  • Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs, NJ: Polity Press.

    Google Scholar 

  • Gee, J. (1996). Social linguistics and literacies: Ideology in discourses (3rd ed.). London: The Falmer Press.

    Google Scholar 

  • Gutiérrez, K. D., Sengupta-Irving, T., & Dieckmann, J. (2010). Developing a mathematical vision. In J. N. Moschkovich (Ed.), Language and mathematics education: Multiple perspectives and directions for research (pp. 29–71). Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Hall, R. (2000). Video recording as theory. In R. Lesh & A. Kelly (Eds.), Handbook of research design in mathematics and science education (pp. 647–664). New Jersey: Lawrence Erlbaum Associates Inc.

    Google Scholar 

  • Halliday, M. A. K. (1978). Sociolinguistics aspects of mathematical education. In M. Halliday (Ed.), The social interpretation of language and meaning (pp. 194–204). London: University Park Press.

    Google Scholar 

  • Herbel-Eisenmann, B. A., Steele, M. D., & Cirillo, M. (2013). (Developing) teacher discourse moves: A framework for professional development. Mathematics Teacher Educator, 1(2), 181–196.

    Article  Google Scholar 

  • Hymes, D. (1964). Introduction: Toward ethnographies of communication. American Anthropologist, 66(6_PART2), 1–34.

    Article  Google Scholar 

  • Kazemi, E., & Stipek, D. (2001). Promoting conceptual thinking in four upper-elementary mathematics classrooms. The Elementary School Journal, 59–80.

    Google Scholar 

  • Lemke, J. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex.

    Google Scholar 

  • McDermott, R. P., Gospodinoff, K., & Aron, J. (1978). Criteria for an ethnographically adequate description of concerted activities and their contexts. Semiotica, 24(3–4), 245–276.

    Google Scholar 

  • Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press.

    Book  Google Scholar 

  • Morgan, C. (2004). Word, definitions and concepts in discourses of mathematics, teaching and learning. Language and Education, 18, 1–15.

    Article  Google Scholar 

  • Moschkovich, J. N. (2007). Examining mathematical discourse practices. For the Learning of Mathematics, 27(1), 24–30.

    Google Scholar 

  • Moschkovich, J. N. (2010). Language(s) and learning mathematics: Resources, challenges, and issues for research. In J. N. Moschkovich (Ed.), Language and mathematics education: Multiple perspectives and directions for research (pp. 1–28). Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Ochs, E. (1979). Transcription as theory. In E. Ochs & B. Schieffelin (Eds.), Developmental pragmatics (pp. 41–72). New York: Academic Press.

    Google Scholar 

  • O’Connor, M. C. (1999). Language socialization in the mathematics classroom. Discourse practices and mathematical thinking. In M. Lampert & M. Blunk (Eds.), Talking mathematics (pp. 17–55). New York: Cambridge University Press.

    Google Scholar 

  • O’Halloran, K. L. (2000). Classroom discourse in mathematics: A multisemiotic analysis. Linguistics and Education, 10(3), 359–388.

    Article  Google Scholar 

  • Pimm, D. (1987). Speaking mathematically: Communication in mathematics classrooms. London: Routledge.

    Google Scholar 

  • Poland, B. (2002). Transcription quality. In J. Gubrium & J. Hosltein (Eds.), Handbook of interview research context and method (pp. 629–649). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Rowland, T. (1999). The pragmatics of mathematics education: Vagueness in mathematical discourse. New York: Routledge, Taylor & Francis Group.

    Google Scholar 

  • Schleppegrell, M. J. (2010). Language in mathematics teaching and learning. In J. N. Moschkovich (Ed.), Language and mathematics education: Multiple perspectives and directions for research (pp. 73–112). Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Schleppegrell, M. (2012). Linguistic tools for exploring issues of equity. In B. Herbel-Eisenmann, J. Choppin, D. Wagner, & D. Pimm (Eds.), Equity in discourse for mathematics education: Theories, practices, and policies (pp. 109–124). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Siebert, D., & Hendrickson, S. (2010). Imagining literacies for mathematics classrooms. In R. J. Draper, P. Broomhead, A. P. Jensen, J. D. Nokes, & D. Siebert (Eds.), Imagining content-area literacy instruction (pp. 40–53). New York: Teachers College Press.

    Google Scholar 

  • Warren, B., Ogonowski, M., & Pothier, S. (2005). “Everyday” and “scientific:” Rethinking dichotomies in modes of thinking in science learning. In R. Nemirovsky, A. Rosebery, J. Solomon, & B. Warren (Eds.), Everyday matters in science and mathematics: Studies of complex classroom events (pp. 119–148). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Zahner, W., Velazquez, G., Moschkovich, J. N., Vahey, P., & Lara-Meloy, T. (2012). Mathematics teaching practices with technology that support conceptual understanding for Latino/a students. Journal of Mathematical Behavior, 31, 431–446.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of California, Santa Cruz, USA

    Judit N. Moschkovich

Authors
  1. Judit N. Moschkovich
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Judit N. Moschkovich .

Editor information

Editors and Affiliations

  1. Education Department, University of California, Santa Cruz, Santa Cruz, California, USA

    Judit N. Moschkovich

  2. Faculty of Education, University of New Brunswick, Fredericton, New Brunswick, Canada

    David Wagner

  3. Centre for Education Innovation and Action, Tata Institute of Social Sciences, Bombay, India

    Arindam Bose

  4. Faculty of Education, State University of Campinas, Campinas, São Paulo, Brazil

    Jackeline Rodrigues Mendes

  5. Institut für Erziehungswissenschaft, Technische Universität Dresden, Dresden, Germany

    Marcus Schütte

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG, part of Springer Nature

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Moschkovich, J.N. (2018). Recommendations for Research on Language and Learning Mathematics. In: Moschkovich, J., Wagner, D., Bose, A., Rodrigues Mendes, J., Schütte, M. (eds) Language and Communication in Mathematics Education. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-75055-2_4

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-75055-2_4

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-75054-5

  • Online ISBN: 978-3-319-75055-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation