Impact of differing grammatical structures in mathematics teaching and learning

Cris Edmonds-Wathen; Tony Trinick; Viviane Durand-Guerrier

doi:10.1007/978-3-319-14511-2_2

Impact of differing grammatical structures in mathematics teaching and learning

Cris Edmonds-Wathen, Tony Trinick, Viviane Durand-Guerrier

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

5 Citations (Scopus)

46 Downloads (Pure)

Abstract

This chapter investigates issues regarding the different grammatical structures of languages used in mathematics learning, both languages of instruction and other languages that are used in classrooms. Mathematics is understood to operate in and through language, and different languages offer different resources with which to do this. This chapter considers the nature of the mathematics that is made possible by the linguistic expressions of different languages. We examine features of the mathematics register and the development of the mathematics register for a few selected languages. We discuss linguistic differences that occur in the key mathematical areas of logic, reasoning, space and number, in a general manner, and with specific examples from languages from different parts of the world. We then offer suggestions for how teachers and researchers in multilingual contexts can comprehend and utilise grammatical differences among the languages in their context.

Original language	English
Title of host publication	Mathematics education and linguistic diversity
Subtitle of host publication	The 2st ICMI study
Editors	Richard Barwell, Philip Clarkson, Anjum Halai, Mercy Kazima, Judit Moschkovich, Núria Planas, Mamokgethi Setati-Phakeng, Paola Valero, M. Villavicencio Ubillus
Place of Publication	Switzerland
Publisher	Springer, Cham
Chapter	2
Pages	23-46
Number of pages	24
Edition	1
ISBN (Electronic)	978-3-319-14511-2
ISBN (Print)	978-3-319-37275-4, 978-3-319-14510-5
DOIs	https://doi.org/10.1007/978-3-319-14511-2_2
Publication status	Published - 2016

Publication series

Name	New ICMI Study Series
Volume	18

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10.1007/978-3-319-14511-2_2Licence: CC BY-NC-ND

23729848-oaFinal published version, 202 KBLicence: CC BY-NC-ND

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Edmonds-Wathen, C., Trinick, T., & Durand-Guerrier, V. (2016). Impact of differing grammatical structures in mathematics teaching and learning. In R. Barwell, P. Clarkson, A. Halai, M. Kazima, J. Moschkovich, N. Planas, M. Setati-Phakeng, P. Valero, & M. Villavicencio Ubillus (Eds.), Mathematics education and linguistic diversity: The 2st ICMI study (1 ed., pp. 23-46). (New ICMI Study Series; Vol. 18). Springer, Cham. https://doi.org/10.1007/978-3-319-14511-2_2

Edmonds-Wathen, Cris ; Trinick, Tony ; Durand-Guerrier, Viviane. / Impact of differing grammatical structures in mathematics teaching and learning. Mathematics education and linguistic diversity: The 2st ICMI study. editor / Richard Barwell ; Philip Clarkson ; Anjum Halai ; Mercy Kazima ; Judit Moschkovich ; Núria Planas ; Mamokgethi Setati-Phakeng ; Paola Valero ; M. Villavicencio Ubillus. 1. ed. Switzerland : Springer, Cham, 2016. pp. 23-46 (New ICMI Study Series).

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abstract = "This chapter investigates issues regarding the different grammatical structures of languages used in mathematics learning, both languages of instruction and other languages that are used in classrooms. Mathematics is understood to operate in and through language, and different languages offer different resources with which to do this. This chapter considers the nature of the mathematics that is made possible by the linguistic expressions of different languages. We examine features of the mathematics register and the development of the mathematics register for a few selected languages. We discuss linguistic differences that occur in the key mathematical areas of logic, reasoning, space and number, in a general manner, and with specific examples from languages from different parts of the world. We then offer suggestions for how teachers and researchers in multilingual contexts can comprehend and utilise grammatical differences among the languages in their context.",

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Edmonds-Wathen, C, Trinick, T & Durand-Guerrier, V 2016, Impact of differing grammatical structures in mathematics teaching and learning. in R Barwell, P Clarkson, A Halai, M Kazima, J Moschkovich, N Planas, M Setati-Phakeng, P Valero & M Villavicencio Ubillus (eds), Mathematics education and linguistic diversity: The 2st ICMI study. 1 edn, New ICMI Study Series, vol. 18, Springer, Cham, Switzerland, pp. 23-46. https://doi.org/10.1007/978-3-319-14511-2_2

Impact of differing grammatical structures in mathematics teaching and learning. / Edmonds-Wathen, Cris; Trinick, Tony; Durand-Guerrier, Viviane.
Mathematics education and linguistic diversity: The 2st ICMI study. ed. / Richard Barwell; Philip Clarkson; Anjum Halai; Mercy Kazima; Judit Moschkovich; Núria Planas; Mamokgethi Setati-Phakeng; Paola Valero; M. Villavicencio Ubillus. 1. ed. Switzerland: Springer, Cham, 2016. p. 23-46 (New ICMI Study Series; Vol. 18).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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AB - This chapter investigates issues regarding the different grammatical structures of languages used in mathematics learning, both languages of instruction and other languages that are used in classrooms. Mathematics is understood to operate in and through language, and different languages offer different resources with which to do this. This chapter considers the nature of the mathematics that is made possible by the linguistic expressions of different languages. We examine features of the mathematics register and the development of the mathematics register for a few selected languages. We discuss linguistic differences that occur in the key mathematical areas of logic, reasoning, space and number, in a general manner, and with specific examples from languages from different parts of the world. We then offer suggestions for how teachers and researchers in multilingual contexts can comprehend and utilise grammatical differences among the languages in their context.

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Edmonds-Wathen C, Trinick T, Durand-Guerrier V. Impact of differing grammatical structures in mathematics teaching and learning. In Barwell R, Clarkson P, Halai A, Kazima M, Moschkovich J, Planas N, Setati-Phakeng M, Valero P, Villavicencio Ubillus M, editors, Mathematics education and linguistic diversity: The 2st ICMI study. 1 ed. Switzerland: Springer, Cham. 2016. p. 23-46. (New ICMI Study Series). doi: 10.1007/978-3-319-14511-2_2

Impact of differing grammatical structures in mathematics teaching and learning

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