Volume 53, Issue 2

Search all ZDM – Mathematics Education articles

May 2021

Designing and enacting instruction that enhances language for mathematics learning

Issue Editors:

Susanne Prediger,
Kirstin Erath,
Jenni Ingram,
Judit Moschkovich

19 articles in this issue

Designing and enacting instruction that enhances language for mathematics learning: a review of the state of development and research
Kirstin Erath
Jenni Ingram
Susanne Prediger
Survey Paper Open access 17 February 2021 Pages: 245 - 262
Language-responsive support for multiplicative thinking as unitizing: results of an intervention study in the second grade
Daniela Götze
Annica Baiker
Original Paper Open access 09 December 2020 Pages: 263 - 275
How specific can language as resource become for the teaching of algebraic concepts?
Núria Planas
Original Paper Open access 28 September 2020 Pages: 277 - 288
Capturing teaching practices in language-responsive mathematics classrooms Extending the TRU framework “teaching for robust understanding” to L-TRU
Susanne Prediger
Philipp Neugebauer
Original Paper Open access 04 September 2020 Pages: 289 - 304
Opportunities for language enhancement in a learning environment designed on the basis of the theory of didactical situations
Frode Rønning
Original Paper Open access 12 November 2020 Pages: 305 - 316
Enhancing students’ language in collective processes of knowledge construction in group work: the case of enlarging figures
Kirstin Erath
Original Paper Open access 29 March 2021 Pages: 317 - 335
Enhancing classroom discourse about measure to foster a conceptual understanding of geometrical practices
Aurélie Chesnais
Original Paper 26 March 2021 Pages: 337 - 357
Designing learning environments to promote academic literacy in mathematics in multilingual secondary mathematics classrooms
William Zahner
Ernesto Daniel Calleros
Kevin Pelaez
Original Paper Open access 26 February 2021 Pages: 359 - 373
Gaining flexibility in dealing with arithmetic situations: a qualitative analysis of second graders’ development during an intervention
Laura Gabler
Stefan Ufer
Original Paper Open access 04 April 2021 Pages: 375 - 392
Fraction detectives: bilingual students investigate the hidden identities of equivalent fractions
Higinio Dominguez
Original Paper 18 January 2021 Pages: 393 - 404
Fostering meaning in a trilingual mathematics classroom by connecting everyday and school mathematical ways of talking: a design approach
Arindam Bose
Original Paper 22 March 2021 Pages: 405 - 417
Preservice teachers’ use of mathematics tasks in relation to their experiences with, goals for, and beliefs about English learners
Zandra de Araujo
Erin Smith
Ji Yeong I
Original Paper 13 February 2021 Pages: 419 - 433
Supporting teacher learning about argumentation through adaptive, school-based professional development
Elham Kazemi
Hala Ghousseini
Alison Fox Resnick
Original Paper 10 March 2021 Pages: 435 - 448
“Shh!”: Shifting discourse patterns and techniques of surveillance in middle-school mathematics classrooms
Christopher H. Dubbs
Beth Herbel-Eisenmann
Original Paper 31 March 2021 Pages: 449 - 460
Supporting prospective teachers to notice and name student language resources as mathematical strengths
Sandra Crespo
Diana Bowen
Crystal Kalinec-Craig
Original Paper 02 January 2021 Pages: 461 - 473
Understanding the choice and use of examples in mathematics teacher education multilingual classrooms
Anthony A. Essien
Original Paper 02 March 2021 Pages: 475 - 488
Promoting teacher self-efficacy for supporting English learners in mathematics: effects of the Visual Access to Mathematics professional development
Jill Neumayer DePiper
Josephine Louie
Mark Driscoll
Original Paper Open access 16 February 2021 Pages: 489 - 502
Publisher Correction to: What role does professional noticing play? Examining connections with affect and mathematical knowledge for teaching among preservice teachers
Cindy Jong
Edna O. Schack
David Dueber
Publisher Correction 13 February 2021 Pages: 503 - 504
Publisher Correction to: Teachers as redesigners of curriculum to teach mathematics through problem posing: conceptualization and initial findings of a problem‑posing project
Jinfa Cai
Stephen Hwang
Publisher Correction 13 April 2021 Pages: 505 - 505

Volume 53, Issue 2

Designing and enacting instruction that enhances language for mathematics learning: a review of the state of development and research

Language-responsive support for multiplicative thinking as unitizing: results of an intervention study in the second grade

How specific can language as resource become for the teaching of algebraic concepts?

Capturing teaching practices in language-responsive mathematics classrooms Extending the TRU framework “teaching for robust understanding” to L-TRU

Opportunities for language enhancement in a learning environment designed on the basis of the theory of didactical situations

Enhancing students’ language in collective processes of knowledge construction in group work: the case of enlarging figures

Enhancing classroom discourse about measure to foster a conceptual understanding of geometrical practices

Designing learning environments to promote academic literacy in mathematics in multilingual secondary mathematics classrooms

Gaining flexibility in dealing with arithmetic situations: a qualitative analysis of second graders’ development during an intervention

Fraction detectives: bilingual students investigate the hidden identities of equivalent fractions

Fostering meaning in a trilingual mathematics classroom by connecting everyday and school mathematical ways of talking: a design approach

Preservice teachers’ use of mathematics tasks in relation to their experiences with, goals for, and beliefs about English learners

Supporting teacher learning about argumentation through adaptive, school-based professional development

“Shh!”: Shifting discourse patterns and techniques of surveillance in middle-school mathematics classrooms

Supporting prospective teachers to notice and name student language resources as mathematical strengths

Understanding the choice and use of examples in mathematics teacher education multilingual classrooms

Promoting teacher self-efficacy for supporting English learners in mathematics: effects of the Visual Access to Mathematics professional development

Publisher Correction to: What role does professional noticing play? Examining connections with affect and mathematical knowledge for teaching among preservice teachers

Publisher Correction to: Teachers as redesigners of curriculum to teach mathematics through problem posing: conceptualization and initial findings of a problem‑posing project

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