Classroom Research on Mathematics and Language
Seeing Learners and Teachers Differently
1st Edition
Published on 23. March 2021
Book
Hardback
224 pages
978-0-367-20320-7 (ISBN)
Description
This book offers an international perspective on the current and future state of the research, focusing, in particular, on the role and use of language in mathematics school teaching and learning. It focuses on the development of a unified view of the languages of the learners, of the teachers and of mathematics by considering the role of language in the learning, teaching and doing of mathematics in the classroom, and the current richness and plurality of language and culture.
The contributions in this volume combine to show how views of language and of language research in mathematics education have changed significantly in recent decades, and how they will continue to change and become even more complex and challenging in the era of diversity. All of these contributions by leading scholars are grouped into two sections for emphasis on issues of:
* Theorising the complexity of language in mathematics teaching and learning
* Opening spaces of learning with mathematics classroom research on language
This book will be of great interest to mathematics teachers, teacher educators, curriculum developers and mathematics education researchers who deal with the study and implementation of pedagogies of mathematics teaching and learning, specifically in regions of the world which are culturally and sociolinguistically diverse.
The contributions in this volume combine to show how views of language and of language research in mathematics education have changed significantly in recent decades, and how they will continue to change and become even more complex and challenging in the era of diversity. All of these contributions by leading scholars are grouped into two sections for emphasis on issues of:
* Theorising the complexity of language in mathematics teaching and learning
* Opening spaces of learning with mathematics classroom research on language
This book will be of great interest to mathematics teachers, teacher educators, curriculum developers and mathematics education researchers who deal with the study and implementation of pedagogies of mathematics teaching and learning, specifically in regions of the world which are culturally and sociolinguistically diverse.
More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Professional and scholarly
Postgraduate and Professional
Illustrations
29 s/w Abbildungen, 16 s/w Photographien bzw. Rasterbilder, 13 s/w Zeichnungen, 13 s/w Tabellen
13 Tables, black and white; 13 Line drawings, black and white; 16 Halftones, black and white; 29 Illustrations, black and white
Dimensions
Height: 240 mm
Width: 161 mm
Thickness: 18 mm
Weight
534 gr
ISBN-13
978-0-367-20320-7 (9780367203207)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Nuria Planas | Candia Morgan | Marcus Schuette
Classroom Research on Mathematics and Language
Seeing Learners and Teachers Differently
Book
03/2021
1st Edition
Routledge
€60.20
Shipment within 15-20 days
Nuria Planas | Candia Morgan | Marcus Schuette
Classroom Research on Mathematics and Language
Seeing Learners and Teachers Differently
E-Book
03/2021
1st Edition
Routledge
€52.49
Available for download
Nuria Planas | Candia Morgan | Marcus Schuette
Classroom Research on Mathematics and Language
Seeing Learners and Teachers Differently
E-Book
03/2021
1st Edition
Routledge
€52.49
Available for download
Persons
Nuria Planas is Professor of Mathematics Education at the School of Education of Universitat Autonoma de Barcelona in Catalonia, Spain. Her classroom research and developmental work lie within the domain of multilingual mathematics teaching and learning.
Candia Morgan is Professor of Mathematics Education at Institute of Education, University College London in England, UK. Her research critically focuses on the nature of mathematical communication within different practices of mathematics and mathematics education.
Marcus Schuette is Professor at the Institute of Special Education, Leibniz University Hannover in Germany. His research focuses on language-related forms of mathematical learning processes in the primary school with the main focus on classroom interaction.
Candia Morgan is Professor of Mathematics Education at Institute of Education, University College London in England, UK. Her research critically focuses on the nature of mathematical communication within different practices of mathematics and mathematics education.
Marcus Schuette is Professor at the Institute of Special Education, Leibniz University Hannover in Germany. His research focuses on language-related forms of mathematical learning processes in the primary school with the main focus on classroom interaction.
Content
SECTION I Theorising the complexity of language in mathematics teaching and learning 1. Developing a perspective on multiplicity in the study of language in mathematics classrooms 2. Language, paralinguistic phenomena and the (same-old) mathematics register 3. Bewitched by language: Questions on language for mathematics education research 4. Learners' language in mathematics classrooms: What we know and what we need to know 5. Content and context specificity matter in the 'how' of language responsive mathematics teacher professional development 6. Conceptualising and researching mathematics classrooms as sites of communication SECTION II Opening spaces of learning with mathematics classroom research on language 7. The role of mathematical vocabulary in moving from the particular to the general with visual 8. Mathematics through play: The influence of adult intervention on young children's shifts between play and mathematical discourses 9. Multilingual mathematics learning from a dialogic-translanguaging perspective 10. Quality dimensions for activation and participation in language-responsive mathematics classrooms 11. Real-world contexts in the mathematics classroom and their impact on the pupils' language and mathematical learning 12. Preservice teachers learning from teaching mathematics in multilingual classrooms