Language And Communication In Mathematics Education

The way in which teachers communicate with their students partly determines what they communicate. This book addresses the communication issue by building on a series of papers whose first versions were presented in 1992 at the Sixth International Congress of Mathematics Education in Quebec. Papers include: (1) "Crossing the Gulf between Thought and Symbol: Language as (Slippery) Stepping-Stones" (Susan E.B. Pirie); (2) "Three Epistemologies, Three Views of Classroom Communication: Constructivism, Sociocultural Approaches, Interactionism" (Anna Sierpinska); (3) "Verbal Interaction in the Mathematics Classroom: A Vygotskian Analysis" (Maria G. Bartolini Bussi); (4) "Discourse and Beyond: On the Ethnography of Classroom Discourse" (Falk Seeger); (5) "From 'Stoffdidaktik' to Social Interactionism: An Evolution of Approaches to the Study of Language and Communication in German Mathematics Education Research" (Heinz Steinbring); (6) "Examining the Linguistic Mediation of Pedagogic Interactions in Mathematics" (Clive Kanes); (7) "Pupil Language-Teacher Language: Two Case Studies and the Consequences for Teacher Training" (Albrecht Abele); (8) "Teacher-Student Communication in Traditional and Constructivist Approaches to Teaching" (Maria Luiza Cestari); (9) "Alternative Patterns of Communication in Mathematics Classes: Funneling or Focusing?" (Terry Wood); (10) "Students Communicating in Small Groups: Making Sense of Data in Graphical Form" (Frances R. Curcio and Alice F. Artzt); (11) "Communication and Learning in Small-Group Discussions" (Kaye Stacey and Anne Gooding); (12) "Mathematical Communication through Small-Group Discussions" (Marta Civil); (13) "Formats of Argumentation in the Mathematics Classroom" (Gotz Krummheuer); (14) "Teaching without Instruction: The Neo-Socratic Method" (Rainer Loska); (15) "The Role of Natural Language in Prealgebraic and Algebraic Thinking" (Ferdinando Arzarello); (16) "How Students Interpret Equations: Intuition versus Taught Procedures" (Mollie MacGregor); (17) "Epistemological and Metacognitive Factors Involved in the Learning of Mathematics: The Case of Graphic Representations of Functions" (Maria Kaldrimidou and Andreas Ikonomou); (18) "Making Mathematics Accessible" (Megan Clark); (19) "Itineraries through Logic To Enhance Linguistic and Argumentative Skills" (Giancarlo Navarra); and (20)"Communication in a Secondary Mathematics Classroom: Some Images" (Judith Fonzi and Constance Smith). (ASK)

This book considers some of the outstanding questions regarding language and communication in the teaching and learning of mathematics – an established theme in mathematics education research, which is growing in prominence. Recent research has demonstrated the wide range of theoretical and methodological resources that can contribute to this area of study, including those drawing on cross-disciplinary perspectives influenced by, among others, sociology, psychology, linguistics, and semiotics. Examining language in its broadest sense to include all modes of communication, including visual and gestural as well as spoken and written modes, it features work presented and discussed in the Language and Communication topic study group (TSG 31) at the 13th International Congress on Mathematical Education (ICME-13). A joint session with participants of the Mathematics Education in a Multilingual and Multicultural Environment topic study group (TSG 32) enhanced discussions, which are incorporated in elaborations included in this book. Discussing cross-cutting topics it appeals to readers from a wide range of disciplines, such as mathematics education and research methods in education, multilingualism, applied linguistics and beyond.

This book comprises the Proceedings of the 12th International Congress on Mathematical Education (ICME-12), which was held at COEX in Seoul, Korea, from July 8th to 15th, 2012. ICME-12 brought together 3500 experts from 92 countries, working to understand all of the intellectual and attitudinal challenges in the subject of mathematics education as a multidisciplinary research and practice. This work aims to serve as a platform for deeper, more sensitive and more collaborative involvement of all major contributors towards educational improvement and in research on the nature of teaching and learning in mathematics education. It introduces the major activities of ICME-12 which have successfully contributed to the sustainable development of mathematics education across the world. The program provides food for thought and inspiration for practice for everyone with an interest in mathematics education and makes an essential reference for teacher educators, curriculum developers and researchers in mathematics education. The work includes the texts of the four plenary lectures and three plenary panels and reports of three survey groups, five National presentations, the abstracts of fifty one Regular lectures, reports of thirty seven Topic Study Groups and seventeen Discussion Groups.

The book emerges from several contemporary concerns in mathematics, language, and mathematics education. However, the book takes a different stance with respect to language by combining discussion of linguistics and mathematics using examples from each to illustrate the other. The picture that emerges is of a subject that is much more contingent, much more relative, much more subject to human experience than is usually accepted. Another way of expressing this, is that the thesis of the book takes the idea of mathematics as a human creation, and, using the evidence from language, comes to more radical conclusions than most writers allow.

This book contains ideas for teachers facing the challenges of turning their classrooms and schools into "discourse communities." The yearbook is divided into four sections. Part 1 (chapters 1-3) sets the stage by considering the challenges inherent in shifting directions of discourse. Part 2 (chapters 4-21) focuses on establishing discourse communities within the classroom. Part 3 (chapters 22-25) moves the discourse discussion outside the K-12 arena. Finally, Part 4 (chapters 26-28) focuses on the role of language in mathematics discourse. Chapters include: (1) "Communication--An Imperative for Change: A Conversation with Mary Lindquist" (M. M. Lindquist & P. C. Elliott); (2) "Diverse Communications" (D. Pimm); (3) "Building Discourse Communities in Mathematics Classrooms: A Worthwhile but Challenging Journey" (E. A. Silver & M. S. Smith); (4) "Meaningful Communication among Children: Data Collection" (S. Folkson); (5) "The Link Sheet: A Communication Aid for Clarifying and Developing Mathematical Ideas and Processes" (M. Shield & K. Swinson); (6) "Using Multiple Representations to Communicate: An Algebra Challenge" (L. P. McCoy, T. H. Baker, & L. S. Little); (7) "Algebraic Thinking, Language, and Word Problems" (W. W. Esty & Anne R. Teppo); (8) "Communicating the Mathematics in Children's Trade Books Using Mathematical Annotations" (P. A. Halpern); (9) "Fostering Metaphorical Thinking through Children's Literature" (D. J. Whitin & P. E. Whitin); (10) "Using Reading to Construct Mathematical Meaning" (M. Siegel, R. Borasi, J. M. Fonzi, L. G. Sanridge, & C. Smith); (11) "Communicating Mathematics through Literature" (R. Narode); (12) "Talk Your Way into Writing" (D. Huinker & C. Laughlin); (13) "Try a Little of the Write Stuff" (P. A. House); (14) "Developing and Assessing Mathematical Understanding in Calculus through Writing" (J. O. Masingila & E. Prus-Wisniowska); (15) "Is Anybody Listening?" (S. E. B. Pirie); (16) "Developing Problem-Solving Behaviors by Assessing Communication in Cooperative Learning Groups" (A. F. Artzt); (17) "Using Technology to Enhance Communication in Mathematics" (A. E. Barron & M. C. Hynes); (18) "The Role of Open-Ended Tasks and Holistic Scoring Rubrics: Assessing Students' Mathematical Reasoning and Communication" (J. Cai, S. Lane, & M. S. Jakabcsin); (19) "Mathematical Communication in Students' Responses to a Performance-Assessment Task" (D. Peressini & J. Bassett); (20) "Communication Processes in Mathematical Explorations and Investigations" (C. Greenes & L. Schulman); (21) "Embedding Communication throughout the Curriculum" (H. L. Schoen, D. L. Bean, & S. W. Ziebarth); (22) "Children, Teach Your Parents Well: Communication in Mathematics between Home and School" (A. Hart, M. Smyth, K. Vetter, & E. Hart); (23) "Communicating about Alternative Assessment Beyond the Mathematics Classroom" (P. A. Kenney, C. G. Schloemer, & R. W. Cain); (24) "Mathematics Pen-Pal Letter Writing" (E. Phillips); (25) "Developing Preservice Teachers' Strategies for Communicating in and about Mathematics" (F. R. Curcio, S. L. Schwartz, & C. A. Brown); (26) "Strategies to Support the Learning of the Language of Mathematics" (R. N. Rubenstein); (27) "Communication in Mathematics for Students with Limited English Proficiency" (R. A. Olivares); and (28) "Mathematics as a Language" (Z. Usiskin). (MKR)

With a view to contributing to understanding the nature and role of language in mathematics education, this book examines spoken language practices. The book demonstrates that learning mathematics is very much a matter of learning to speak 'properly.' There is a pervasive and continual requirement, often hidden in everyday classroom practices, to shift towards increasingly mathematical language. The outcomes of the research reported here affirm the value of viewing language and mathematics learning from a social semiotic perspective and help further our understandings about the construction of a social semiotic theory of classroom education, both in school mathematics and across the curriculum.

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.

*THIS BOOK WILL SOON BECOME AVAILABLE AS OPEN ACCESS BOOK* This book examines multiple facets of language diversity and mathematics education. It features renowned authors from around the world and explores the learning and teaching of mathematics in contexts that include multilingual classrooms, indigenous education, teacher education, blind and deaf learners, new media and tertiary education. Each chapter draws on research from two or more countries to illustrate important research findings, theoretical developments and practical strategies. This open access book examines multiple facets of language diversity