Mathematics education research on language and on communication including some distinctions : where are we now?
Planas, Núria (Universitat Autònoma de Barcelona)
Pimm, David (Universitat Autònoma de Barcelona)

Data:	2023
Descripció:	13 pàg.
Resum:	In this article, we present a narrative review of mathematics education research on language and on communication over 2019-2022, but also look ahead by addressing challenges posed by the lack of distinction between language and communication. The persistence and signifcance of the problem of the distinction between language and communication are thus outlined in a historical moment of celebration of growth of research in the domain. Informed by the analysis of a selection of research journal articles and by our trajectories, we discuss infuential topics in the recent discourse: multilingual mathematics classrooms; mathematics teacher education on language in mathematics teaching; multimodal mathematical communication; interaction and mathematics learning; mathematical language and discourse. We connect this with new emerging or old revisited concepts: instructional designing, gesturing, argumenting and languaging. We fnish by further refecting on multimodal mathematical communication and gesturing, and on the potential of expanding the notion of mathematics register towards a notion of mathematics communication register.
Ajuts:	Agencia Estatal de Investigación PID2019-104964GB-I00 Agència de Gestió d'Ajuts Universitaris i de Recerca 2021/SGR-00159
Nota:	Open Access Funding provided by Universitat Autònoma de Barcelona
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.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Mathematics education research ; Communication ; Language ; Multilingual mathematics classrooms ; Mathematics teacher education ; Language in mathematics teaching ; Multimodal mathematical communication ; Interaction and mathematics learning ; Mathematical language and discourse ; Instructional designing ; Gesturing ; Argumenting ; Languaging
Publicat a:	ZDM (Berlin), Vol. 56 (2023) , p. 127-139, ISSN 1863-9704

DOI: 10.1007/s11858-024-01618-3

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Correction 1 p, 426.2 KB

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