Planas, N; Morgan, CR; Schütte, M; (2018) Mathematics education and language: Lessons and directions from two decades of research. In: Dreyfus, T and Artigue, M and Potari, D and Prediger, S and Ruthven, K, (eds.) Developing Research in Mathematics Education: Twenty Years of Communication, Cooperation and Collaboration in Europe. Routledge: Oxford, UK.

Preview

Text Chp14-Language_1709013_done.pdf - Accepted Version Download (201kB) | Preview

Abstract

This chapter argues that the progress of mathematics education and language research is taking place through a complex expansion rather than an overthrow of the linguistic paradigm, with an increase in the scope of the domain and in the spread of cultural and social claims. It addresses the following questions: What is the scope of the research on mathematics education and language? How can we map and link the newer approaches in the domain of mathematics education and language to classical approaches? What has been achieved in the last two decades of research? The chapter analyses research reported at Congress of European Research in Mathematics Education (CERME) since 1998 as a benchmark for assessing the phenomenon of increasing complexity as well as the relationship between continuity and complexity in the European Society for Research in Mathematics Education (ERME) domain.

Download activity - last month

Export as XMLJSONCSV

Download activity - last 12 months

Export as CSVXMLJSON

Downloads by country - last 12 months

Export as CSVXMLJSON

Archive Staff Only

View Item