The linguistic challenges of mathematics teaching and learning: A research review

Reading and Writing Quarterly

Volumn 23, Issue 2, 2007, Pages 139-159

  Schleppegrell, Mary J ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34248368868     PISSN: 10573569     EISSN: 15210693     Source Type: Journal    
DOI: 10.1080/10573560601158461     Document Type: Review

References (38)

1. Abedi, J. and Lord, C. (2001) The language factor in mathematics tests. Applied Measurement in Education, 14:3, pp. 219-234.
2. Adams, T. L. (2003) Reading mathematics: More than words can say. The Reading Teacher, 56:8, pp. 786-795.
3. Adler, J. (1997) A participatory-inquiry approach and the mediation of mathematical knowledge in a multilingual classroom. Educational Studies in Mathematics, 33, pp. 235-258.
4. Adler, J. (1998) A language of teaching dilemmas: Unlocking the complex multilingual secondary mathematics classroom. For the Learning of Mathematics, 18:1, pp. 24-33.
5. Chapman, A. (1995) Intertextuality in school mathematics: The case of functions. Linguistics and Education, 7:3, pp. 243-262.
6. Colombi, M. C. and Schleppegrell, M. J. (2002) Developing advanced literacy in first and second languages, pp. 1-19. Erlbaum, Mahwah, NJ
7. Fortescue, C. M. (1994) Using oral and written language to increase understanding of math concepts. Language Arts, 71:8, pp. 576-580.
8. Gee, J. P. (1999) An introduction to discourse analysis: Theory and method, Routledge, London
9. Gutierrez, R. (2002) Beyond essentialism: The complexity of language in teaching mathematics to Latina/o students. American Educational Research Journal, 39:4, pp. 1047-1088.
10. Halliday, M. A. K. (1978) Language as social semiotic, Edward Arnold, London
11. Halliday, M. A. K. and Matthiessen, C. M. I. M. (2004) An introduction to functional grammar, Arnold, London
12. Huang, J., Normandia, B. and Greer, S. (2005) Communicating mathematically: Comparison of knowledge structures in teacher and student discourse in a secondary math classroom. Communication Education, 54:1, pp. 34-51.
13. Johnson, T. M., Jones, G. A., Thornton, C. A., Langrall, C. W. and Rous, A. (1998) Students' thinking and writing in the context of probability. Written Communication, 15:2, pp. 203-229.
14. Khisty, L. L. and Viego, G. (1999) Changing the faces of mathematics, National Council of Teachers of Mathematics, Reston, Va
15. Lager, C. A. (2004) Unlocking the language of mathematics to ensure our English learners acquire algebra, University of California, Los Angeles
16. Lemke, J. L. (1989) Making text talk. Theory into Practice, 28:2, pp. 136-141.
17. Lemke, J. L. (2003) Educational perspectives on mathematics as semiosis: From thinking to interpreting to knowing, pp. 215-234. Legas, Brooklyn, NY, Ontario
18. Leung, M., Low, R. and Sweller, J. (1997) Learning from equations or words. Instructional Science, 25, pp. 37-70.
19. MacGregor, M. (2002) Using words to explain mathematical ideas. Australian Journal of Language and Literacy, 25:1, pp. 78-88.
20. Marks, G. and Mousley, J. (1990) Mathematics education and genre: Dare we make the process writing mistake again?. Language and Education, 4:2, pp. 117-135.
21. Mohan, B. A. (1986) Language and content, Addison-Wesley, Reading, Mass.
22. Moschkovich, J. N. (1999) Supporting the participation of English language learners in mathematical discussions. For the Learning of Mathematics, 19:1, pp. 11-19.
23. Moschkovich, J. N. (2002) A situated and sociocultural perspective on bilingual mathematics learners. Mathematical Thinking and Learning, 4:2, pp. 189-212.
24. O'Halloran, K. L. (1999) Towards a systemic functional analysis of multisemiotic mathematics texts. Semiotica, 124:12, pp. 1-29.
25. O'Halloran, K. L. (2000) Classroom discourse in mathematics: A multisemiotic analysis. Linguistics and Education, 10:3, pp. 359-388.
26. O'Halloran, K. L. (2003) Educational perspectives on mathematics as semiosis: From thinking to interpreting to knowing, pp. 185-214. Legas
27. Pimm, D. (1987) Speaking mathematically: Communication in mathematics classrooms, Routledge & Kegan Paul, London
28. Raiker, A. (2002) Spoken language and mathematics. Cambridge Journal of Education, 32:1, pp. 45-60.
29. Sáenz-Ludlow, A. and Walgamuth, C. (2001) Question- and diagram-mediated mathematical activity: A case in a fourth grade classroom. Focus on Learning Problems in Mathematics, 23:4, pp. 27-40.
30. Schleppegrell, M. J. (2004) The Language of schooling: A functional linguistics prespective, Lawrence Erlbaum, Mahwah, NJ
31. Setati, M. (2005) Teaching mathematics in a primary multilingual classroom. Journal for Research in Mathematics Education, 36:5, pp. 447-466.
32. Sfard, A. and 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, pp. 237-309.
33. Sfard, A., Nesher, P., Streefland, L., Cobb, P. and Mason, J. (1998) Learning mathematics through conversation: Is it as good as they say?. For the Learning of Mathematics, 18:1, pp. 41-51.
34. Siegel, M. and Fonzi, J. M. (1995) The practice of reading in an inquiry-oriented mathematics class. Reading Research Quarterly, 30:4, pp. 632-673.
35. Solomon, Y. and O'Neill, J. (1998) Mathematics and narrative. Language and Education, 12:3, pp. 210-221.
36. Spanos, G., Rhodes, N. C., Dale, T. C. and Crandall, J. (1988) Linguistic and cultural influences on learning mathematics, pp. 221-240. Lawrence Erlbaum Associates, Hillsdale, NJ
37. Staub, F. C. and Reusser, K. (1995) Discourse comprehension, pp. 285-305. Lawrence Erlbaum Associates, Hillsdale, NJ
38. Veel, R. (1999) Pedagogy and the shaping of consciousness: Linguistic and social processes, pp. 185-216. Continuum, London