LCM²: a discursive framework to support cognitive research in bilingual mathematics contexts

ABSTRACT

This paper presents a research framework for investigating the role of language use in mathematics learning. The paper draws on the wider M²EID study, which explores whether differences in languages (English and Irish) and their use by bilingual mathematical students have a differential impact on their mathematics meta-level developments. A primary consideration of the M²EID study was to design a rigorous research framework to support such complex, real-world educational research. In particular, the study explored how to integrate the varied theoretical constructs underpinning this type of research and how to design the most appropriate data capture and analysis procedures. It is focused on adapting a discursive approach to examining bilingual students' mathematical thinking. The resultant LCM² research framework outlines four phases for designing research within the combined fields of linguistics and mathematics. Exemplars from the M²EID study are provided.

KEYWORDS:

• Mathematics
• language use
• framework

Acknowledgements

This paper is dedicated to the memory of our wonderful participant and dedicated student, Val.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Schools located in English speaking areas but teach through the medium of Irish. English generally the dominant/home language of students.

Additional information

Funding

The M²EID research project is funded by the Irish Research Council – New Horizons [REPRO/2015/53].