TWG09

Download of papers

New version of Danyal Farsani. Deictic gestures as amplifiers in conveying aspects of mathematics register

Download of posters

TWG9 Papers

Richard Barwell. Linguistic stratification in a multilingual mathematics classroom
Thérèse Dooley. Vague language and politeness in whole-class mathematical conversation
Máire Ní Ríordáin, Aisling McCluskey. Bilingual mathematics learners, conceptual mathematical activity and the role of their languages. How best to investigate?
Cecilia Segerby. Writing in mathematics lessons in Sweden
Jorunn Reinhardtsen, Martin Carlsen, Roger Saljo. Capturing learning in classroom interaction in mathematics. Methodological considerations
Máire Ní Ríordáin, Caroline Poisard. Mathematics education in bilingual contexts: Irish-English, Breton-French
Anna Chronaki, Georgia Moutzouri, Maria Zaharaki, Núria Planas. Number in “other” languages: the case of Marram
Jenni Ingram, Andrea Pitt. Positioning mathematics in interaction: whose mathematics is it?
Talli Nachlieli, Michal Tabach. The discursive routine of personifying and its manifestations by two instructors
Cris Edmonds-Wathen. The grammar and conceptualisation of motion in Iwaidja
Rachel Hess-Green, Einat Heyd-Metzuyanim, Orit Hazzan. Emotional interactions in mathematical argumentation: the case of Jasmin
Rebecca Klose. Use and development of mathematical language in bilingual learning settings
Anna-Karin Nordin, Lisa Björklund Boistrup. Mathematical reasoning through a broad range of communicational resources
David Wagner, Joseph Dicks, Paula Kristmanson. Students’ language repertoires for prediction
Kenneth Ruthven, Riikka Hofmann. A case study of epistemic order in mathematics classroom discourse
Kirstin Erath, Susanne Prediger. Diverse epistemic participation profiles in socially established explaining practices
Judith Jung, Marcus Schütte. Discourses in kindergarten and how they prepare for future decontextualised learning of mathematics
Marei Fetzer, Kerstin Tiedemann. The interplay of language and objects in the mathematics classroom
Christina Krause. Gestures as part of discourse in reasoning situations: introducing two epistemic functions of gestures
Kerstin Tiedemann. Linguistic norms in mathematics lessons
Kaouthar Boukafri, Miquel Ferrer, Núria Planas. Whole class discussion in the context of mathematics problem solving with manipulatives
Elke Söbbeke. Theoretical reflections about the role and use of language in processes of interpretation of mathematical visualizations - particularities in communication with children with language impairments
Anna-Marietha Vogler. What really counts in mathematical communication – Reconstruction of teachers’ professional vision concerning important aspects of classroom interaction
Alexander Meyer. Sharing structures of algebraic expressions through language: a transformation gap
Giovannina Albano, Cristina Coppola, Tiziana Pacelli. Reading data from graphs: a study on the role of language
Margareta Engvall, Joakim Samuelsson, Karin Forslund Frykedal. How verbal language strategies in the mathematics classroom create opportunities for learning
Danyal Farsani. Deictic gestures as amplifiers in conveying aspects of mathematics register
Pier Luigi Ferrari. Language and argumentation in the solution of problems with graphs
Enrique García Moreno-Esteva, Markku S. Hannula. Using gaze tracking technology to study student visual attention during teacher’s presentation on board
Maria Mellone, Roberto Tortora. Ambiguity as a cognitive and didactic resource

TWG9 Posters

Alena Šteflíčková. Testing and diagnostics of students’ difficulties in CLIL teaching
Larissa Zwetzschler. I can’t make the beginning of the sentences. Adaptivity challenges for relational scaffolding
Filip Roubicek. Talk about patterns in the mathematics classroom
Matías Arce, Laura Conejo, Tomás Ortega. A case study comparing the comments written by two students on their mathematics notebooks