Linguistic methodologies for investigating and representing multiple languages in mathematics education research

References

• Anderson, A. H., Bader, M., Bard, E. G., Boyle, E., Doherty, G., Garrod, S., … Weinert, R. (1991). The Hcrc Map Task Corpus. Language and Speech, 34, 351–366.
   Web of Science ®Google Scholar
• Andrews, P., Ryve, A., Hemmi, K., & Sayers, J. (2014). PISA, TIMSS and Finnish mathematics teaching: An enigma in search of an explanation. Educational Studies in Mathematics, 87(1), 7–26.
   Web of Science ®Google Scholar
• Australian Curriculum Assessment and Reporting Authority. (2015). The Australian Curriculum Mathematics 8.3. Retrieved from http://www.australiancurriculum.edu.au
   Google Scholar
• Barta, J., & Brenner, M. E. (2009). Seeing with many eyes: Connections between anthropology and mathematics. In B. Greer, S. Mukhopadhyay, A. B. Powell, & S. Nelson-Barber (Eds.), Culturally responsive mathematics education (pp. 85–110). New York, NY: Routledge.
   Google Scholar
• Barton, B. (2009). The language of mathematics: Telling mathematical tales. New York, NY: Springer.
   Google Scholar
• Bishop, A. J. (1988). Mathematical enculturation: A cultural perspective on mathematics education. Dordrecht: Kluwer Academic Publishers.
   Google Scholar
• Bowe, H. J. (1990). Categories, constituents and constituent order in Pitjantjatjara: An aboriginal language of Australia. London: Routledge.
   Google Scholar
• Comrie, B., Haspelmath, M., & Bickel, B. (2008). The Leipzig glossing rules: Conventions for interlinear morpheme-by-morpheme glosses. Retrieved from http://www.eva.mpg.de/lingua/resources/glossing-rules.php
   Google Scholar
• Dancygier, B. (2017). The Cambridge handbook of cognitive linguistics. Cambridge: Cambridge University Press.
   Google Scholar
• Dixon, R. M. W. (2010). Basic linguistic theory. Oxford: Oxford University Press.
   Google Scholar
• Edmonds-Wathen, C. (2016). Route description in Iwaidja: Grammar and conceptualisation of motion. PNA (Special Issue in Mathematics Education and Language), 11(1), 53–74.
   Google Scholar
• Edmonds-Wathen, C. (2017). Responding to the mathematics curriculum with language and culture. Journal of Mathematics and Culture, 11(3), 36–63.
   Google Scholar
• 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 21st ICMI study (pp. 23–46). New York, NY: Springer.
   Google Scholar
• Evans, N., & Dench, A. (2006). Introduction: Catching language. In F. Ameka, A. Dench, & N. Evans (Eds.), Catching language: Issues in grammar writing (pp. 1–39). Berlin: Mouton de Gruyter.
   Google Scholar
• Goddard, C. (1985). A grammar of Yankunytjatjara. Alice Springs, Australia: Institute for Aboriginal Development.
   Google Scholar
• Halliday, M. A. K. (1978). Sociolinguistic aspects of mathematical education. In Language as social semiotic: The social interpretation of language and meaning (pp. 194–204). London: Edward Arnold.
   Google Scholar
• Halliday, M. A. K. (1996). The analysis of scientific texts in English and Chinese. In M. A. K. Halliday, & J. R. Martin (Eds.), Writing science: Literacy and discursive power (pp. 124–132). London: Falmer.
   Google Scholar
• Halliday, M. A. K. (2004). The language of science. London: Continuum.
   Google Scholar
• Iggesen, O. A. (2013). Number of cases. In M. S. Dryer, & M. Haspelmath (Eds.), The world atlas of language structures online. Leipzig: Max Planck Institute for Evolutionary Anthropology. Retrieved from http://wals.info/chapter/49
   Google Scholar
• Jorgensen, R. (2010). Issues of social equity in access and success in mathematics learning for indigenous students. Paper presented at the Teaching mathematics? Make it count. What research shows us about effective mathematics teaching and learning conference, Crown Conference Centre, Melbourne, 16–17 August. Retrieved from http://www.acer.edu.au/conference/2010
   Google Scholar
• Jorgensen (Zevenbergen), R. (2011). Group work, language and interaction: Challenges of implementation in Aboriginal contexts. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia (pp. 740–743). Freemantle, Australia: MERGA.
   Google Scholar
• Korpela, J. (2014). Cases in Finnish [online]. Retrieved from http://jkorpela.fi/finnish-cases.html
   Google Scholar
• Lunney Borden, L. (2011). The ‘verbification’ of mathematics: Using the grammatical structures of Mi'kmaq to support student learning. For the Learning of Mathematics, 31(3), 8–13.
   Google Scholar
• Lunney Borden, L. (2013). What’s the word for … ? Is there a word for … ? How understanding Mi’kmaw language can help support Mi’kmaw learners in mathematics. Mathematics Education Research Journal, 25(1), 5–22.
   Google Scholar
• Meaney, T., Trinick, T., & Fairhall, U. (2012). Collaborating to meet language challenges in indigenous mathematics classrooms. Dordrecht: Springer.
   Google Scholar
• Morgan, C., Craig, T., Schuette, M., & Wagner, D. (2014). Language and communication in mathematics education: An overview of research in the field. ZDM, 46(6), 843–853.
   Google Scholar
• Moschkovich, J. (2007). Using two languages when learning mathematics. Educational Studies in Mathematics, 64(2), 121–144.
   Google Scholar
• Nathan, D., & Fang, M. (2009). Language documentation and pedagogy for endangered languages: A mutual revitalisation. Language Documentation and Description, 6, 132–160.
   Google Scholar
• Nichols, J. (2007). What, if anything, is typology? Linguistic Typology, 11(1), 231–238.
   Google Scholar
• Pederson, E., Danziger, E., Wilkins, D., Levinson, S., Kita, S., & Senft, G. (1998). Semantic typology and spatial conceptualization. Language, 74(3), 557–589.
   Web of Science ®Google Scholar
• Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political: Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361–378.
   Google Scholar
• Rice, S. (2017). The study of indigenous languages. In B. Dancygier (Ed.), The Cambridge handbook of cognitive linguistics (pp. 38–58). Cambridge: Cambridge University Press.
   Google Scholar
• Staats, S. (2009). Somali mathematics terminology: A community exploration of mathematics and culture. In R. Barwell (Ed.), Multilingualism in mathematics classrooms: Global perspectives (pp. 32–46). Clevedon: Multilingual Matters.
   Google Scholar
• Terrill, A., & Burenhult, N. (2008). Orientation as a strategy of spatial reference. Studies in Language, 32, 93–136.
   Web of Science ®Google Scholar
• Vithal, R., & Skovsmose, O. (1997). The end of innocence: A critique of ‘ethnomathematics’. Educational Studies in Mathematics, 34, 131–157.
   Google Scholar