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

Contact persons

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Participants outside UMERC

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

Selected publications

Author

Title

Year sorteringsordning

Fulltext

Dyrvold, Anneli
Bergqvist, Ewa
Österholm, Magnus

Uncommon vocabulary in mathematical tasks in relation to demand of reading ability and solution frequency
Nordisk matematikkdidaktikk, 20(1): 5-31

2015

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Edmonds-Wathen, Cris
Bino, Vagi

Changes in expression when translating arithmetic word questions
Proceedings of the International Groups for the Psychology of Mathematics Education, 2: 249-256

2015

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Edmonds-Wathen, Cris

Indigenous language speaking students learning mathematics in English: Expectations of and for teachers
Australian Journal of Indigenous Education, 44(1): 48-58

2015

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Bergqvist, Ewa
Österholm, Magnus

Språkbrukets roll i matematikundervisningen
Nämnaren, 2014(1): 27-31

2014

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Österholm, Magnus
Bergqvist, Ewa

What is so special about mathematical texts?: Analyses of common claims in research literature and of properties of textbooks
ZDM - the International Journal on Mathematics Education, 45(5): 751-763

2013

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Page Editor: Tomas Bergqvist

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