Description
1. Introduction, Judit Moschkovich (USA) and Arindam Bose (India) 2. Fifty years of language data in mathematics education: A brief history David Pimm (Canada) 3. Explaining as mathematical discursive practices of navigating through different epistemic fields Kirstin Erath (Germany) 4. Subject-specific academic language versus mathematical discourse Marcus Schtte (Germany) 5. Authority and politeness: Complementary analyses of mathematics teaching episodes Konstantinos Tatsis (Greece) and David Wagner (Canada) 6. The interplay of language and objects in the process of abstracting Marei Fetzer (Germany) and Kerstin Tiedemann (Germany) 7. Interactional processes in inclusive mathematics teaching Judith Jung (Germany) 8. How learners communicate their mathematics reasoning in a mathematics discourse Benadette Aineamani (South Africa) 9. “I am sorry. I did not understand you”: The learning of dialogue by prospective teachers Raquel Milani (Brazil) 10. Dealing with function word problems: Identifying and interpreting verbal representations Carina Zindel (Germany) 11. 4-year-old language repertoire in a counting situation David Wagner (Canada) and Annica Andersson (Sweden) 12. Making student explanations relevant in whole class discussion Jenni Ingram, Nick Andrews and Andrea Pitt (United Kingdom) 13. A teacher’s use of revoicing in mathematical discussions Kaouthar Boukafri (Spain), Marta Civil (USA) and Nria Planas (Spain) 14. Podcasts in second language math teaching as an instrument for measuring teachers’ language awareness Pelagia Papadopoulou-Tzaki and Christine Bescherer (Germany) 15. The meaning of ‘number’ in Kaiabi language: Indigenous teachers’ identity discourses in a multilingual setting Jackeline Rodrigues Mendes (Brazil) 16. The use of language in the construction of the natural number meaning Lorena Trejo-Guerrero and Marta Elena Valdemoros-lvarez (Mexico) 17. Exploring how a grade 7 teacher promotes mathematical reasoning in multilingual mathematics class of English second language learners Lindiwe Tshabalala (South Africa) 18. Identity fostered language communication in a mathematics classroom: An analysis Arindam Bose (India), K. Subramaniam (India) and Mamokgethi Phakeng (South Africa) 19. Recommendations for research on language and learning mathematics Judit Moschkovich (USA)
