International Perspectives on Language and Communication in Mathematics Education

Chapter
Part of the ICME-13 Monographs book series (ICME13Mo)

Abstract

This chapter introduces this volume, which arose from the conversations among 90 scholars from 23 countries within the topic study group on Language and Communication in Mathematics Education at the 16th International Congress of Mathematical Education, which convened in Hamburg, Germany. The chapter describes the goals of the topic study group and the diversity of contributions, and it introduces the papers that were selected for elaboration and publication in this volume.

Keywords

Language Communication International congress of mathematical education ICME Topic study group 

References

  1. Barwell, R., Moschkovich, J., & Setati Phakeng, M. (2017). Language diversity and mathematics: Second language, bilingual and multilingual learners. In J. Cai (Ed.), First compendium for research in mathematics education (pp. 583–606). Reston, VA: National Council of Teachers of Mathematics.Google Scholar
  2. Herbel-Eisenmann, B., Meaney, T., Bishop Pierson, J., & Heyd-Metzuyanim, E. (2017). Highlighting heritages and building tasks: A critical analysis of mathematics classroom discourse literature. In J. Cai (Ed.), First compendium for research in mathematics education (pp. 142–185). Reston, VA: National Council of Teachers of Mathematics.Google Scholar
  3. Morgan, C., Craig, T., Schütte, M., & Wagner, D. (2014). Language and communication in mathematics education: An overview of research in the field. ZDM: The International Journal of Mathematics Education, 46(6), 843–853.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.University of New BrunswickFrederictonCanada
  2. 2.University of CaliforniaSanta CruzUSA

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