Repertoires of three second language learners of mathematics: distal and situational sources of meaning

References

• Bakhtin, M. M. (1981). The dialogic imagination: Four essays. (C. Emerson & M. Holquist, Trans., M. Holquist (Ed.)). Austin, TX: University of Texas Press.
   Google Scholar
• Barwell, R. (2005a). Working on arithmetic word problems when English is an additional language. British Educational Research Journal, 31(3), 329–348.
   Web of Science ®Google Scholar
• Barwell, R. (2005b). Integrating language and content: Issues from the mathematics classroom. Linguistics and Education, 16(2), 205–218.
   Google Scholar
• Barwell, R. (2009). Mathematical word problems and bilingual learners in England. In R. Barwell (Ed.), Multilingualism in mathematics classrooms: Global perspectives (pp. 63–77). Bristol, UK: Multilingual Matters.
   Google Scholar
• Barwell, R. (2015). Language as a resource: Multiple languages, discourses and voices in mathematics classrooms. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of the 39th conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 97–104). Hobart, Australia: University of Tasmania.
   Google Scholar
• Barwell, R. (2016). Formal and informal mathematical discourses: Bakhtin and Vygotsky, dialogue and dialectic. Educational Studies in Mathematics, 92(3), 331–345.
   Web of Science ®Google Scholar
• Barwell, R. (2017). Mathematical texts, alterity and the expropriation of mathematical discourse in second language mathematics classrooms. In J. Langman & H. Hansen-Thomas (Eds.), Discourse analytic perspectives on STEM education: Exploring interaction and learning in the multilingual classroom (pp. 119–138). Cham, Switzerland: Springer.
   Google Scholar
• Barwell, R. (2018). From language as a resource to sources of meaning in multilingual mathematics classrooms. Journal of Mathematical Behavior, 50, 155–168.
   Google Scholar
• Barwell, R., Clarkson, P., Halai, A., Kazima, M., Moschkovich, J., Planas, N., … Villavicencio Ubillús, M. (Eds.). (2016). Mathematics education and language diversity: The 21st ICMI study. Cham, Switzerland: Springer.
   Google Scholar
• Barwell, R., Moschkovich, J., & Setati Phakeng, M. (2017). Language diversity and mathematics: Second language, bilingual, and multilingual learners. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 583–606). Reston, VA: National Council of Teachers of Mathematics.
   Google Scholar
• Blackledge, A., & Creese, A. (2010). Multilingualism: A critical perspective. London, UK: Continuum.
   Google Scholar
• Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Busch, B. (2014). Building on heteroglossia and heterogeneity: The experience of a multilingual classroom. In A. Blackledge & A. Creese (Eds.), Heteroglossia as practice and pedagogy (pp. 21–40). Dordrecht, the Netherlands: Springer.
   Google Scholar
• Clarkson, P. (1992). Language and mathematics: A comparison of bilingual and monolingual students of mathematics. Educational Studies in Mathematics, 23(4), 417–429.
   Google Scholar
• Clarkson, P. C. (2007). Australian Vietnamese students learning mathematics: High ability bilinguals and their use of their languages. Educational Studies in Mathematics, 64(2), 191–215.
   Google Scholar
• Duranti, A. (1998). Linguistic anthropology. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Moschkovich, J. (2002). A situated and sociocultural perspective on bilingual mathematics learners. Mathematical Thinking and Learning, 4(2–3), 189–212.
   Google Scholar
• 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.
   Web of Science ®Google Scholar
• Moschkovich, J. N. (2013). Principles and guidelines for equitable mathematics teaching practices and materials for English language learners. Journal of Urban Mathematics Education, 6(1), 45–57.
   Google Scholar
• Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51–66.
   Web of Science ®Google Scholar
• Planas, N. (2018, online first). Language as resource: a key notion for understanding the complexity of mathematics learning. To appear in Educational Studies in Mathematics.
   Google Scholar
• Planas, N., & Setati, M. (2009). Bilingual students using their languages in the learning of mathematics. Mathematics Education Research Journal, 21(3), 36–59.
   Google Scholar
• Setati, M. (2005). Teaching mathematics in a primary multilingual classroom. Journal for Research in Mathematics Education, 36(5), 447–466.
   Web of Science ®Google Scholar