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Formal and informal mathematical discourses: Bakhtin and Vygotsky, dialogue and dialectic. (English)
Educ. Stud. Math. 92, No. 3, 331-345 (2016).
Classification: E40 C50 D20
1
Mathematics education, language and superdiversity. (English)
Halai, Anjum (ed.) et al., Teaching and learning mathematics in multilingual classrooms. Issues for policy, practice and teacher education. Rotterdam: Sense Publishers (ISBN 978-94-6300-228-8/hbk; 978-94-6300-227-1/pbk; 978-94-6300-229-5/ebook). 25-39 (2016).
Classification: C50 C60
2
Tensions in teaching mathematics in contexts of language diversity. (English)
Barwell, Richard (ed.) et al., Mathematics education and language diversity. The 21st ICMI study. Cham: Springer (ISBN 978-3-319-14510-5/hbk; 978-3-319-14511-2/ebook). New ICMI Study Series, 175-192 (2016).
Classification: C50 C70
3
Introduction: an ICMI study on language diversity in mathematics education. (English)
Barwell, Richard (ed.) et al., Mathematics education and language diversity. The 21st ICMI study. Cham: Springer (ISBN 978-3-319-14510-5/hbk; 978-3-319-14511-2/ebook). New ICMI Study Series, 1-22 (2016).
Classification: C50 C60 D20 B10 A40
4
Mathematics education and language diversity. The 21st ICMI study. (English)
New ICMI Study Series. Cham: Springer (ISBN 978-3-319-14510-5/hbk; 978-3-319-14511-2/ebook). xv, 321~p. (2016).
Classification: A60 C50 C60
5
Language in mathematics education research. (English)
Gutiérrez, Ángel (ed.) et al., The second handbook of research on the psychology of mathematics education. The journey continues. Rotterdam: Sense Publishers (ISBN 978-94-6300-560-9/hbk; 978-94-6300-559-3/pbk; 978-94-6300-561-6/ebook). 275-313 (2016).
Classification: C50 D20
6
Bakhtin and some dilemmas of mathematics-language. (English)
Phakeng, Mamokgethi (ed.) et al., Mathematics education in a context of inequity, poverty and language diversity. Giving direction and advancing the field. Cham: Springer (ISBN 978-3-319-38823-6/hbk; 978-3-319-38824-3/ebook). 7-18 (2016).
Classification: C50
7
Centripetal and centrifugal language forces in one elementary school second language mathematics classroom. (English)
ZDM, Int. J. Math. Educ. 46, No. 6, 911-922 (2014).
Classification: C50 F90 C60
8
Teaching secondary mathematics as if the planet matters. (English)
Teaching School Subjects as if the Planet Matters. New York, NY: Routledge/Taylor \& Francis (ISBN 978-0-415-68844-4/pbk; 978-0-415-68843-7/hbk; 978-0-203-35728-6/ebook). xv, 172~p. (2013).
Classification: D20 A40 D40 D30 Reviewer: Mauro Garcia Pupo (Bogota)
9
The mathematical formatting of climate change: critical mathematics education and post-normal science. (English)
Res. Math. Educ. 15, No. 1, 1-16 (2013).
Classification: M50 D30 D20
10
Formal and informal language in mathematics classroom interaction: a dialogic perspective. (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 2. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-288-8). 73-80 (2013).
Classification: E40 C50 C70
11
The interactional accomplishment of not knowing in elementary school science and mathematics: implications for classroom performance assessment practices. (English)
Int. J. Sci. Math. Educ. 11, No. 5, 1067-1085 (2013).
Classification: M50 M60 C70
12
Discursive psychology as an alternative perspective on mathematics teacher knowledge. (English)
ZDM, Int. J. Math. Educ. 45, No. 4, 595-606 (2013).
Classification: D20 C30 C60
13
Discursive demands and equity in second language mathematics classrooms. (English)
Herbel-Eisenmann, Beth (ed.) et al., Equity in discourse for mathematics education. Theories, practices, and policies. Based on a conference, Rochester, NY, USA, May 2008. Dordrecht: Springer (ISBN 978-94-007-2812-7/hbk; 978-94-007-2813-4/ebook). Mathematics Education Library 55, 147-163 (2012).
Classification: C50 C60 C70
14
Heteroglossia in multilingual mathematics classrooms. (English)
Forgasz, Helen (ed.) et al., Towards equity in mathematics education. Gender, culture, and diversity. Berlin: Springer (ISBN 978-3-642-27701-6/hbk; 978-3-642-27702-3/ebook). Advances in Mathematics Education, 315-332 (2012).
Classification: C50 C60
15
Researchers’ descriptions and the construction of mathematical thinking. (English)
Educ. Stud. Math. 72, No. 2, 255-269 (2009).
Classification: D20 C30
16
The discursive construction of mathematical thinking; the role of researchers’ descriptions. (English)
Woo, Jeong-Ho (ed.) et al., Proceedings of the 31st annual conference of the International Group for the Psychology of Mathematics Education, PME, Seoul, Korea, July 8‒13, 2007. Vol. 1-4. Seoul: The Korea Society of Educational Studies in Mathematics. Part 2, 49-56 (2007).
Classification: C50 D20 C60 C30 A60
17
Mathematics teaching and the research process: An ethical conversation. (English)
Learn. Math. 27, No. 3, 38-41 (2007).
Classification: D20
18
Using discursive psychology in research in mathematics classrooms. (English)
Hewitt, Dave (ed.), Proceedings of the British Society for Research into Learning Mathematics. Vol. 26 (2). Proceedings of the day conference, Bristol, UK, June 17, 2006. London: British Society for Research into Learning Mathematics (BSRLM). 7-12 (2006).
Classification: C30 C70
19
Discursive practices in two multilingual mathematics classrooms: an international comparison. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 10, No. 2, 27-38 (2006).
Classification: C50
20
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