Language and communication in mathematics education : International perspectives
著者
書誌事項
Language and communication in mathematics education : International perspectives
（ICME-13 monographs / Series editor Gabriele Kaiser）
Springer, c2018
大学図書館所蔵 全3件
注記
Includes bibliographical references
内容説明・目次
内容説明
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.
目次
1. Introduction,Judit Moschkovich (USA) and Arindam Bose (India)
2. Fifty years of language data in mathematics education: A brief history
David Pimm (Canada)
3. Explaining as mathematical discursive practices of navigating through different epistemic fields
Kirstin Erath (Germany)
4. Subject-specific academic language versus mathematical discourseMarcus Schutte (Germany)
5. Authority and politeness: Complementary analyses of mathematics teaching episodes
Konstantinos Tatsis (Greece) and David Wagner (Canada)
6. The interplay of language and objects in the process of abstracting
Marei Fetzer (Germany) and Kerstin Tiedemann (Germany)
7. Interactional processes in inclusive mathematics teaching
Judith Jung (Germany)
8. How learners communicate their mathematics reasoning in a mathematics discourse
Benadette Aineamani (South Africa)
9. "I am sorry. I did not understand you": The learning of dialogue by prospective teachers
Raquel Milani (Brazil)
10. Dealing with function word problems: Identifying and interpreting verbal representations
Carina Zindel (Germany)
11. 4-year-old language repertoire in a counting situation
David Wagner (Canada) and Annica Andersson (Sweden)
12. Making student explanations relevant in whole class discussion
Jenni Ingram, Nick Andrews and Andrea Pitt (United Kingdom)
13. A teacher's use of revoicing in mathematical discussions
Kaouthar Boukafri (Spain), Marta Civil (USA) and Nuria Planas (Spain)
14. Podcasts in second language math teaching as an instrument for measuring teachers' language awareness
Pelagia Papadopoulou-Tzaki and Christine Bescherer (Germany)
15. The meaning of 'number' in Kaiabi language: Indigenous teachers' identity discourses in a multilingual setting
Jackeline Rodrigues Mendes (Brazil)
16. The use of language in the construction of the natural number meaning
Lorena Trejo-Guerrero and Marta Elena Valdemoros-Alvarez (Mexico)
17. Exploring how a grade 7 teacher promotes mathematical reasoning in multilingual mathematics class of English second language learners
Lindiwe Tshabalala (South Africa)
18. Identity fostered language communication in a mathematics classroom: An analysis
Arindam Bose (India), K. Subramaniam (India) and Mamokgethi Phakeng (South Africa)
19. Recommendations for research on language and learning mathematicsJudit Moschkovich (USA)
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