1,097
Views
10
CrossRef citations to date
0
Altmetric
Reviews

More than words: a literature review of language of mathematics research

&

References

  • *Abrahamson, D., J. F. Gutirrez, and A. K. Baddorf. 2012. “Try to See It My Way: The Discursive Function of Idiosyncratic Mathematical Metaphor.” Mathematical Thinking and Learning 14 (1): 55–80. doi:10.1080/10986065.2012.625076.
  • *Alibali, M. W., M. J. Nathan, R. B. Church, M. S. Wolfgram, S. Kim, and E. J. Knuth. 2013. “Teachers’ Gestures and Speech in Mathematics Lessons: Forging Common Ground by Resolving Trouble Spots.” ZDM Mathematics Education 45 (3): 425–440. doi:10.1007/s11858-012-0476-0.10.1007/s11858-012-0476-0
  • *Barbu, O. C., and C. R. Beal. 2010. “Effects of Linguistic Complexity and Math Difficulty on Word Problem Solving by English Learners.” International Journal of Education 2 (2): 1–19.
  • Barwell, R. 2005. “Ambiguity in the Mathematics Classroom.” Language and Education 19 (2): 118–126.
  • *Bishop, J. P. 2012. “She’s Always Been the Smart One. I’ve Always Been the Dumb One: Identities in the Mathematics Classroom.” Journal for Research in Mathematics Education 43 (1): 34–74.
  • *Bjuland, R. 2012. “The Mediating Role of a Teacher’s Use of Semiotic Resources in Pupils’ Early Algebraic Reasoning.” ZDM Mathematics Education 44 (5): 665–675. doi:10.1007/s11858-012-0421-2.
  • *Bjuland, R., M. Luiza Cestari, and H. E. Borgersen. 2008. “The Interplay Between Gesture and Discourse as Mediating Devices in Collaborative Mathematical Reasoning: A Multimodal Approach.” Mathematical Thinking and Learning 10 (3): 271–292. doi:10.1080/10986060802216169.10.1080/10986060802216169
  • Boaler, J., and J. G. Greeno. 2000. “Identity, Agency, and Knowing in Mathematics Worlds.” In Multiple Perspectives on Mathematics Teaching and Learning, edited by Jo Boaler, 171–200. Westport, CT: Ablex.
  • *Brizuela, B. M., and G. A. Cayton. 2008. “The Roles of Punctuation Marks While Learning about Written Numbers.” Educational Studies in Mathematics 68 (3): 209–225. doi:10.1007/s10649-007-9109-x.10.1007/s10649-007-9109-x
  • *Browning, S. T., and J. E. Beauford. 2011. “Language and Number Values: The Influence of Number Names on Children’s Understanding of Place Values.” Investigations in Mathematics Learning 4 (2): 1–24.
  • *Bruce, C. D., and T. Flynn. 2011. “Which is Greater: One Half or Two Fourths? An Examination of How Two Grade 1 Students Negotiate Meaning.” Canadian Journal of Science, Mathematics and Technology Education 11 (4): 309–327. doi:10.1080/14926156.2011.570475.
  • *Celedon-Pattichis, S., and E. E. Turner. 2012. “Explicame Tu Respuesta: Supporting the Development of Mathematical Discourse in Emergent Bilingual Kindergarten Students.” Bilingual Research Journal: The Journal of the National Association for Bilingual Education 35 (2): 197–216. doi:10.1080/15235882.2012.703635.
  • *Chen, C. L., and P. Herbst. 2013. “The Interplay among Gestures, Discourse, and Diagrams in Students’ Geometrical Reasoning.” Educational Studies in Mathematics 83 (2): 285–307. doi:10.1007/s10649-012-9454-2.10.1007/s10649-012-9454-2
  • *Christiansen, I., and Y. Aungamuthu. 2012. “Language Issues, ‘Misconceptions’ and Confusion: A Qualitative Analysis of KZN Grade 6 Learners’ Responses on a Mathematics Test.” Education as Change 16 (1): 51–67.10.1080/16823206.2012.691713
  • Common Core State Standards Initiative. 2010. “Common Core State Standards for Mathematics.” Accessed December 12. http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
  • Cornelius-White, J. 2007. “Learner-centered Teacher–Student Relationships Are Effective: A Meta-analysis.” Review of Educational Research 77 (1): 113–143.10.3102/003465430298563
  • *Dominquez, H. 2011. “Using What Matters to Students in Bilingual Mathematics Problems.” Educational Studies in Mathematics 76 (3): 305–328. doi:10.1007/s10649-010-9284-z.10.1007/s10649-010-9284-z
  • *Dowker, A., S. Bala, and D. Lloyd. 2008. “Linguistic Influences on Mathematical Development: How Important is the Transparency of the Counting System?” Philosophical Psychology 21 (4): 523–538.
  • Esty, W. W. 1992. “Language Concepts of Mathematics.” Focus on Learning Problems in Mathematics 14 (4): 31–54.
  • *Fagnant, A., and J. Vlassis. 2013. “Schematic Representations in Arithmetical Problem Solving: Analysis of Their Impact on Grade 4 Students.” Educational Studies in Mathematics 84 (1): 149–168. doi:10.1007/s10649-013-9476-4.10.1007/s10649-013-9476-4
  • *Font, V., J. Bolite, and J. Acevedo. 2010. “Metaphors in Mathematics Classrooms: Analyzing the Dynamic Process of Teaching and Learning of Graph Functions.” Educational Studies in Mathematics 75 (2): 131–152. doi:10.1007/s10649-010-9247-4.10.1007/s10649-010-9247-4
  • Gee, J. P. 2011a. An Introduction to Discourse Analysis: Theory and Method. 4th ed. New York: Routledge.
  • Gee, J. P. 2011b. How to Do Discourse Analysis: A Toolkit. New York: Taylor & Francis.
  • Gutiérrez, R. 2013. “The Sociopolitical Turn in Mathematics Education.” Journal for Research in Mathematics Education 44 (1): 37–68.
  • Halliday, M. A. K. 1978. Language as Social Semiotic: The Social Interpretation of Language and Meaning. Baltimore, MD: University Park Press.
  • *Hansen-Thomas, H. 2009. “Reform-oriented Mathematics in Three 6th Grade Classes: How Teachers Draw in ELLs to Academic Discourse.” Journal of Language, Identity, and Education 8 (2–3): 88–106. doi:10.1080/15348450902848411.10.1080/15348450902848411
  • *Herbel-Eisenmann, B., and D. Wagner. 2010. “Appraising Lexical Bundles in Mathematics Classroom Discourse.” Educational Studies in Mathematics 75 (1): 43–63. doi:10.1007/s10649-010-9240-y.10.1007/s10649-010-9240-y
  • *Huang, J., and B. Normandia. 2009. “Students’ Perceptions of Communicating Mathematically: A Case Study of a Secondary Mathematics Classroom.” The International Journal of Learning 16 (5): 1–21.
  • Ilany, B., and B. Margolin. 2010. “Language and Mathematics: Bridging between Natural and Mathematical Language in Solving Problems in Mathematics.” Creative Education 1 (3): 138–148. doi:10.4236/ce.2010.13022.10.4236/ce.2010.13022
  • *Kempert, S., H. Saalbach, and I. Hardy. 2011. “Cognitive Benefits and Costs of Bilingualism in Elementary School Students: The Case of Mathematical Word Problems.” Journal of Educational Psychology 103 (3): 547–561. doi:10.1037/a0023619.10.1037/a0023619
  • Knops, A., B. Thirion, E. M. Hubbard, V. Michel, and S. Dehaene. 2009. “Recruitment of an Area Involved in Eye Movements during Mental Arithmetic.” Science 324 (5934): 1583–1585.10.1126/science.1171599
  • *Kostos, K., and E. Shin. 2010. “Using Math Journals to Enhance Second Graders’ Communication of Mathematical Thinking.” Early Childhood Education Journal 38 (3): 223–231. doi:10.1007/s10643-010-0390-4.10.1007/s10643-010-0390-4
  • Leung, C. 2005. “Mathematical Vocabulary: Fixers of Knowledge or Points of Exploration?” Language and Education 19 (2): 126–134. doi:10.1080/09500780508668668.10.1080/09500780508668668
  • *Lim, C. S., and N. Presmeg. 2011. “Teaching Mathematics in Two Languages: A Teaching Dilemma of Malaysian Chinese Primary Schools.” International Journal of Science and Mathematics Education 9 (1): 137–161.10.1007/s10763-010-9225-4
  • *Malisani, E., and F. Spagnolo. 2009. “From Arithmetical Thought to Algebraic Thought: The Role of the ‘Variable’.” Educational Studies in Mathematics 71 (1): 19–41. doi:10.1007/s10649-008-9157-x.10.1007/s10649-008-9157-x
  • *McAdams, L. A. 2012. “The Effect of Direct Instruction with Math and Science Content Area Vocabulary on Student Achievement.” The California Reader 45 (2): 17–21.
  • *McGraw, R., and E. Rubinstein-Avila. 2009. “Middle School Immigrant Students Developing Mathematical Reasoning in Spanish and English.” Bilingual Research Journal 31 (1–2): 147–173. doi:10.1080/15235880802640656.10.1080/15235880802640656
  • McNeill, D. 1992. Hand and Mind: What Gestures Reveal about Thought. Chicago, IL: University of Chicago Press.
  • McNeill, D. 2000. Language and Gesture. Cambridge: Cambridge University Press.10.1017/CBO9780511620850
  • *McNeil, N. M., A. Weinberg, S. Hattikudur, A. C. Stephens, P. Asquith, E. J. Knuth, and M. W. Alibali. 2010. “A is for Apple: Mnemonic Symbols Hinder the Interpretation of Algebraic Expressions.” Journal of Educational Psychology 102 (3): 625–634. doi:10.1037/a0019105.10.1037/a0019105
  • *Mevarech, Z. R., S. Terkieltaub, T. Vinberger, and V. Nevet. 2010. “The Effects of Meta-cognitive Instruction on Third and Sixth Graders Solving Word Problems.” ZDM Mathematics Education 42 (2): 195–203. doi:10.1007/s11858-010-0244-y.10.1007/s11858-010-0244-y
  • Morgan, C. 2005. “Word, Definitions and Concepts in Discourses of Mathematics, Teaching and Learning.” Language and Education 19 (2): 102–116.10.1080/09500780508668666
  • Morgan, C. 2006. “What Does Social Semiotics Have to Offer Mathematics Education Research?” Educational Studies in Mathematics 61: 219–245.10.1007/s10649-006-5477-x
  • *Morgan, C., and J. Alshwaikh. 2012. “Communicating Experience of 3D Space: Mathematical and Everyday Discourse.” Mathematical Thinking and Learning 14 (3): 199–225. doi:10.1080/10986065.2012.682960.10.1080/10986065.2012.682960
  • *Moschkovich, J. N. 2008. “I Went by Twos, He Went by One: Multiple Interpretations of Inscriptions as Resources for Mathematical Discussions.” The Journal of the Learning Sciences 17 (4): 551–587. doi:10.1080/10508400802395077.10.1080/10508400802395077
  • National Council of Teachers of Mathematics. 2000. Principles and Standards for School Mathematics. Reston, VA: NCTM.
  • Noddings, N. 2003. Caring: A Feminine Approach to Ethics and Moral Education. Berkeley: University of California Press.
  • *Orosco, M. J., H. L. Swanson, R. O’Connor, and C. Lussier. 2011. “The Effects of Dynamic Strategic Math on English Language Learners’ Word Problem Solving.” The Journal of Special Education 47 (2): 96–107. doi:10.1177/0022466911416248.
  • Pimm, D. 1989. Speaking Mathematically: Communication in Mathematics Classrooms. London: Routledge.
  • *Planas, N. 2011. “Language Identities in Students’ Writings about Group Work in Their Mathematics Classroom.” Language and Education 25 (2): 129–146. doi:10.1080/09500782.2011.552725.10.1080/09500782.2011.552725
  • *Riordain, M. N., and J. O’Donoghue. 2009. “The Relationship between Performance on Mathematical Word Problems and Language Proficiency for Students Learning Through the Medium of Irish.” Educational Studies in Mathematics 71 (1): 43–64. doi:10.1007/s10649-008-9158-9.10.1007/s10649-008-9158-9
  • *Rudd, L. C., M. C. Lambert, M. Satterwhite, and A. Zaier. 2008. “Mathematical Language in Early Childhood Settings: What Really Counts?” Early Childhood Education Journal 36 (1): 75–80. doi:10.1007/s10643-008-0246-3.10.1007/s10643-008-0246-3
  • Schleppegrell, M. J. 2007. “The Linguistic Challenges of Mathematics Teaching and Learning: A Research Review.” Reading & Writing Quarterly 23 (2): 139–159.
  • Schoenfeld, A. H. 2004. “The Math Wars.” Educational Policy 18 (1): 253–286.10.1177/0895904803260042
  • *Seo, B. 2008. “Understanding the Affects of Audience on Mathematical Writing.” School Science and Mathematics 109 (2): 116–127.
  • *Shein, P. P. 2012. “Seeing with Two Eyes: A Teacher’s Use of Gestures in Questioning and Revoicing to Engage English Language Learners in the Repair of Mathematical Errors.” Journal for Research in Mathematics Education 43 (2): 182–222.
  • *Shreyar, S., B. Zolkower, and S. Perez. 2010. “Thinking Aloud Together: A Teacher’s Semiotic Mediation of a Whole-class Conversation about Percents.” Educational Studies in Mathematics 73 (1): 21–53. doi:10.1007/s10649-009-9203-3.10.1007/s10649-009-9203-3
  • *Solangi, S., Z. Sahito, and M. K. Abbasi. 2010. “Impact of Teaching-terminology of Mathematics Subject in English and Mother Tongue on the Learning of Students at Secondary School Level.” Journal of Educational Research 13 (1): 180–190.
  • *Tan, K. E., C. S. Lim, C. M. Chew, and L. K. Kor. 2011. “Talking Mathematics in English.” The Asia-Pacific Education Researcher 20 (1): 133–143.
  • *Temple, C., and H. M. Doerr. 2012. “Developing Fluency in the Mathematical Register Through Conversation in a Tenth-grade Classroom.” Educational Studies in Mathematics 81 (3): 287–306. doi:10.1007/s10649-012-9398-6.10.1007/s10649-012-9398-6
  • Tennessee Department of Education. 2009. Tennessee Academic Vocabulary: A Guide for Tennessee Educators. Nashville: TN Department of Education. Accessed December 14. http://www.tn.gov/education/ci/math/doc/MA_3102.pdf
  • Thompson, D. R., and R. N. Rubenstein. 2000. “Learning Mathematics Vocabulary: Potential Pitfalls and Instructional Strategies.” The Mathematics Teacher 93 (7): 568–574.
  • *Vandeyar, S. 2010. “Assessing Grade 4 Mathematics in the Learner’s Mother Tongue: A South African Experiment.” Early Child Development and Care 180 (7): 921–936. doi:10.1080/03004430802548155.10.1080/03004430802548155
  • *Vlassis, J. 2008. “The Role of Mathematical Symbols in the Development of Number Conceptualization: The Case of the Minus Sign.” Philosophical Psychology 21 (4): 555–570. doi:10.1080/09515080802285552.10.1080/09515080802285552
  • Zack, V. 1999. “Everyday and Mathematical Language in Children’s Argumentation about Proof.” Educational Review 51 (2): 129–146.10.1080/00131919997579

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.