Research group: Language and Communication
The overarching purpose of the research conducted in this group is to increase our understanding of the role of language and communication for knowledge and learning in mathematics.
One goal of mathematics education is for students to develop the ability to communicate using the forms of language and forms of representations that are typical for mathematics. Aspects of language are thus important parts of mathematics. However, sometimes there is a wish to separate language from mathematics, e.g. when constructing mathematical test items and wanting them not to measure reading ability but mathematical ability. Therefore, there is a need to investigate more thoroughly properties and functions of language in relation to mathematical content and to knowledge and learning of mathematics.
Examples of issues studied in this research group are if you need a special type of reading ability when you read a mathematical text, the relationship between reading and solving mathematical tasks, how you can utilise students' language use to diagnose their mathematical knowledge, how teachers' language use can affect students' understanding, and how you can formulate mathematical tasks with high validity.
Participants from UMERC
- Tomas Bergqvist, researcher
- Anneli Dyrvold, researcher
- Jenny Sullivan Hellgren, researcher
- Frithjof Theens, research student
- Lotta Vingsle, researcher
- Ulrika Wikström Hultdin, research student
Participants outside UMERC
- Abraham Arcavi, professor
The Weizmann Institute of Science, Israel
- Cris Edmonds-Wathen, researcher
The University of Melbourne, Australia
- Monica Egelström, research student
Department of Language Studies, Umeå University
- Bert Jonsson, researcher
Department of Psychology, Umeå University
- Candia Morgan, professor
Institute of Education, University College London
More information from the university research database
The role of natural language when learning the symbolic language of mathematicsConnections between different types of argumentation and students' understanding of mathematical explanationsEffects on the demand of reading ability when translating mathematical tasks between different languagesRelationships between reading and solving mathematical tasks