Web of Science: 22 cites, Scopus: 21 cites, Google Scholar: cites,
Language as resource : a key notion for the understanding of the complexity of mathematics learning
Planas, Núria (Planas i Raig) (Universitat Autònoma de Barcelona. Departament de Didàctica de la Matemàtica i de les Ciències Experimentals)

Data: 2018
Resum: The thinking of language as resource in mathematics education research has been more metaphorical than conceptual so far. This article provides grounds and reasons for the theorization of language as resource. Based on views from sociolinguistics and functional grammar, I propose a theorization that considers the social languages of learners and the systems of language as discursive dialectical sites of potential/actual and shared/non-shared meaning production. I illustrate the analysis of a text of a student group work in order to inform the discussion. The approach to data analysis seeks out tensions between potentially realizable and actual meaning in the immediacy of situations embedded in cultures of school mathematics and the official language of instruction. In the midst of social and personal relationships and diverse experiences in/of the world, language is a shifting resource for the communication of tensions regarding languages of learners and the creation of newer situations toward the production of meaning taken as mathematical and shared.
Ajuts: Ministerio de Economía y Competitividad EDU2015-65378-P
Drets: Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original. Creative Commons
Llengua: Anglès
Document: Article ; recerca ; Versió publicada
Matèria: Language ; Discourse ; Culture ; Language as resource ; Meaning potential ; Mathematics learning
Publicat a: Educational studies in mathematics, Vol. 98, núm. 3 (2018) , p. 215-229, ISSN 0013-1954

Adreça alternativa: https://link.springer.com/article/10.1007%2Fs10649-018-9810-y
DOI: 10.1007/s10649-018-9810-y


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