Publication Cover
Reading & Writing Quarterly
Overcoming Learning Difficulties
Volume 23, 2007 - Issue 2
10,451
Views
261
CrossRef citations to date
0
Altmetric
Reading Mathematics

The Linguistic Challenges of Mathematics Teaching and Learning: A Research Review

Pages 139-159 | Published online: 24 Feb 2007

REFERENCES

  • Abedi , J. & Lord , C. ( 2001 ). The language factor in mathematics tests . Applied Measurement in Education , 14 ( 3 ), 219 – 234 .
  • Adams , T. L. ( 2003 ). Reading mathematics: More than words can say . The Reading Teacher , 56 ( 8 ), 786 – 795 .
  • Adler , J. ( 1997 ). A participatory-inquiry approach and the mediation of mathematical knowledge in a multilingual classroom . Educational Studies in Mathematics , 33 , 235 – 258 .
  • Adler , J. ( 1998 ). A language of teaching dilemmas: Unlocking the complex multilingual secondary mathematics classroom . For the Learning of Mathematics , 18 ( 1 ), 24 – 33 .
  • Chapman , A. ( 1995 ). Intertextuality in school mathematics: The case of functions . Linguistics and Education , 7 ( 3 ), 243 – 262 .
  • Colombi , M. C. & Schleppegrell , M. J. ( 2002 ). Theory and practice in the development of advanced literacy . In M. J. Schleppegrell & M. C. Colombi (Eds.), Developing advanced literacy in first and second languages (pp. 1 – 19 ). Mahwah , NJ : Erlbaum .
  • Fortescue , C. M. ( 1994 ). Using oral and written language to increase understanding of math concepts . Language Arts , 71 ( 8 ), 576 – 580 .
  • Gee , J. P. ( 1999 ). An introduction to discourse analysis: Theory and method . London and New York : Routledge .
  • Gutierrez , R. ( 2002 ). Beyond essentialism: The complexity of language in teaching mathematics to Latina/o students . American Educational Research Journal , 39 ( 4 ), 1047 – 1088 .
  • Halliday , M. A. K. ( 1978 ). Language as social semiotic . London : Edward Arnold .
  • Halliday , M. A. K. & Matthiessen , C. M. I. M. ( 2004 ). An introduction to functional grammar , 3rd ed . London : Arnold .
  • Huang , J. , Normandia , B. , & Greer , S. ( 2005 ). Communicating mathematically: Comparison of knowledge structures in teacher and student discourse in a secondary math classroom . Communication Education , 54 ( 1 ), 34 – 51 .
  • Johnson , T. M. , Jones , G. A. , Thornton , C. A. , Langrall , C. W. , & Rous , A. ( 1998 ). Students' thinking and writing in the context of probability . Written Communication , 15 ( 2 ), 203 – 229 .
  • Khisty , L. L. & Viego , G. ( 1999 ). Challenging conventional wisdom: A case study . In L. Ortiz-Franco , N. Hernandez , & Y. De La Cruz (Eds.), Changing the faces of mathematics . Reston , Va .: National Council of Teachers of Mathematics .
  • Lager , C. A. ( 2004 ). Unlocking the language of mathematics to ensure our English learners acquire algebra . No. PB-006-1004 . Los Angeles : University of California .
  • Lemke , J. L. ( 1989 ). Making text talk . Theory into Practice , 28 ( 2 ), 136 – 141 .
  • Lemke , J. L. ( 2003 ). Mathematics in the middle: Measure, picture, gesture, sign, and word . In M. Anderson , A. Sáenz-Ludlow , S. Zellweger , & V. V. Cifarelli (Eds.), Educational perspectives on mathematics as semiosis: From thinking to interpreting to knowing (pp. 215 – 234 ). Brooklyn , NY , and Ottawa , Ontario : Legas .
  • Leung , M. , Low , R. , & Sweller , J. (1997). Learning from equations or words. Instructional Science , 25, 37–70.
  • MacGregor , M. ( 2002 ). Using words to explain mathematical ideas . Australian Journal of Language and Literacy , 25 ( 1 ), 78 – 88 .
  • Marks , G. & Mousley , J. ( 1990 ). Mathematics education and genre: Dare we make the process writing mistake again? Language and Education , 4 ( 2 ), 117 – 135 .
  • Mohan , B. A. ( 1986 ). Language and content . Reading , Mass. : Addison-Wesley .
  • Moschkovich , J. N. ( 1999 ). Supporting the participation of English language learners in mathematical discussions . For the Learning of Mathematics , 19 ( 1 ), 11 – 19 .
  • Moschkovich , J. N. ( 2002 ). A situated and sociocultural perspective on bilingual mathematics learners . Mathematical Thinking and Learning , 4 ( 2&3 ), 189 – 212 .
  • O'Halloran , K. L. ( 1999 ). Towards a systemic functional analysis of multisemiotic mathematics texts . Semiotica , 124 ( 1/2 ), 1 – 29 .
  • O'Halloran , K. L. ( 2000 ). Classroom discourse in mathematics: A multisemiotic analysis . Linguistics and Education , 10 ( 3 ), 359 – 388 .
  • O'Halloran , K. L. ( 2003 ). Educational implications of mathematics as a mutisemiotic discourse . In M. Anderson , A. Sáenz-Ludlow , S. Zellweger , & V. V. Cifarelli (Eds.), Educational perspectives on mathematics as semiosis: From thinking to interpreting to knowing (pp. 185 – 214 ). Brooklyn, NY, and Ottawa, Ontario: Legas .
  • Pimm , D. ( 1987 ). Speaking mathematically: Communication in mathematics classrooms . London : Routledge & Kegan Paul .
  • Raiker , A. ( 2002 ). Spoken language and mathematics . Cambridge Journal of Education , 32 ( 1 ), 45 – 60 .
  • Sáenz-Ludlow , A. & Walgamuth , C. ( 2001 ). Question- and diagram-mediated mathematical activity: A case in a fourth grade classroom . Focus on Learning Problems in Mathematics , 23 ( 4 ), 27 – 40 .
  • Schleppegrell , M. J. ( 2004 ). The Language of schooling: A functional linguistics prespective . Mahwah , NJ : Lawrence Erlbaum .
  • Setati , M. ( 2005 ). Teaching mathematics in a primary multilingual classroom . Journal for Research in Mathematics Education , 36 ( 5 ), 447 – 466 .
  • Sfard , A. & Lavie , I. ( 2005 ). Why cannot children see as the same what grown-ups cannot see as different? Early numerical thinking revisited . Cognition and Instruction , 23 ( 2 ), 237 – 309 .
  • Sfard , A. , Nesher , P. , Streefland , L. , Cobb , P. , & Mason , J. ( 1998 ). Learning mathematics through conversation: Is it as good as they say? For the Learning of Mathematics , 18 ( 1 ), 41 – 51 .
  • Siegel , M. & Fonzi , J. M. ( 1995 ). The practice of reading in an inquiry-oriented mathematics class . Reading Research Quarterly , 30 ( 4 ), 632 – 673 .
  • Solomon , Y. & O'Neill , J. ( 1998 ). Mathematics and narrative . Language and Education , 12 ( 3 ), 210 – 221 .
  • Spanos , G. , Rhodes , N. C. , Dale , T. C. , & Crandall , J. ( 1988 ). Linguistic features of mathematical problem solving: Insights and applications . In R. Cocking & J. Mestre (Eds.), Linguistic and cultural influences on learning mathematics (pp. 221 – 240 ). Hillsdale , NJ : Lawrence Erlbaum Associates .
  • Staub , F. C. & Reusser , K. (1995). The role of presentational structures in understanding and solving mathematical word problems. In C. A. Weaver , S. Mannes , & C. R. Fletcher (Eds.), Discourse comprehension (pp. 285–305). Hillsdale , NJ : Lawrence Erlbaum Associates.
  • Veel , R. ( 1999 ). Language, knowledge and authority in school mathematics . In F. Christie (Ed.), Pedagogy and the shaping of consciousness: Linguistic and social processes (pp. 185 – 216 ). London : Continuum .

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.