Initiating a project for language-and-learner responsiveness in mathematics content teaching

Núria Planas; José María Alfonso; Juan Gabriel Rave-Agudelo

Initiating a project for language-and-learner responsiveness in mathematics content teaching

Núria Planas^*, José María Alfonso, Juan Gabriel Rave-Agudelo

^*Autor correspondiente de este trabajo

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Resumen

Although our community has come to know that language is an important resource for mathematics teaching and learning, there is a less fine-grained understanding of how developmental work with mathematics teachers can be designed to support content teacher talk that is language-and-learner responsive. In this report, we first discuss our theoretical framework with the tools of naming and lexicalization, interpreted as uses in classroom teacher talk of content-related word names and explanatory sentences with the potential to reduce specific learning difficulties. We then change the emphasis to explore challenges of thinking a version of the framework and tools for work with mathematics teachers in order to inform their decisions as to how and why selected names and/into explanations can be particularly responsive in content teaching.

Idioma original	Inglés
Título de la publicación alojada	Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education
Subtítulo de la publicación alojada	Alicante, Spain, 18-23 of July of 2022
Editores	Ceneida Fernández Verdú, Salvador Llinares Ciscar, Ángel Gutiérrez Rodríguez, Núria Planas i Raig
Páginas	315-322
Número de páginas	8
Volumen	3
Estado	Publicada - 2022

Otros archivos y enlaces

Mathematically relevant uses of teacher talk in the teaching of school mathematics contents.
Boukafri Itahriouan, K. (Colaborador/a), Chico Gutiérrez, J. (Colaborador/a), Morell Gorita, M. (Colaborador/a), Planas Raig, N. (Principal Investigator), González Forte, J. M. (Colaborador/a), Hinojo Sánchez, E. (Colaborador/a), Arnal-Bailera, A. (Investigador/a), Edo Baste, M. M. (Investigador/a), Clemente Císcar, F. (Colaborador/a), Pimm, D. (Colaborador/a), Alfonso Bañón, J. M. (Colaborador/a), Badillo Jimenez, E. R. (Investigador/a Principal 2), BERCIANO ALCARAZ, A. (Investigador/a), Hoyles, C. (Colaborador/a), Caviedes, S. (Colaborador/a), Rios Rubiras, B. (Colaborador/a), Gamboa Rojas, G. (Colaborador/a), Vanegas Muñoz, Y. M. (Investigador/a), Arnal-Bailera, A. (Colaborador/a), Fortuny Aymemi, J. M. (Investigador/a), Rave Agudelo, J. G. (Colaborador/a), Munera Escobar , N. (Colaborador/a), García-Honrado, I. (Colaborador/a), Morera Úbeda, L. (Colaborador/a), Noss, R. (Colaborador/a) & JIMENEZ GESTAL, C. (Investigador/a)
1/06/20 → 31/05/24
Proyecto: Proyectos y Ayudas de Investigación

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Planas, N., Alfonso, J. M., & Rave-Agudelo, J. G. (2022). Initiating a project for language-and-learner responsiveness in mathematics content teaching. En C. Fernández Verdú, S. Llinares Ciscar, Á. Gutiérrez Rodríguez, & N. Planas i Raig (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: Alicante, Spain, 18-23 of July of 2022 (Vol. 3, pp. 315-322)

Planas, Núria ; Alfonso, José María ; Rave-Agudelo, Juan Gabriel. / Initiating a project for language-and-learner responsiveness in mathematics content teaching. Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: Alicante, Spain, 18-23 of July of 2022. editor / Ceneida Fernández Verdú ; Salvador Llinares Ciscar ; Ángel Gutiérrez Rodríguez ; Núria Planas i Raig. Vol. 3 2022. pp. 315-322

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abstract = "Although our community has come to know that language is an important resource for mathematics teaching and learning, there is a less fine-grained understanding of how developmental work with mathematics teachers can be designed to support content teacher talk that is language-and-learner responsive. In this report, we first discuss our theoretical framework with the tools of naming and lexicalization, interpreted as uses in classroom teacher talk of content-related word names and explanatory sentences with the potential to reduce specific learning difficulties. We then change the emphasis to explore challenges of thinking a version of the framework and tools for work with mathematics teachers in order to inform their decisions as to how and why selected names and/into explanations can be particularly responsive in content teaching.",

author = "N{\'u}ria Planas and Alfonso, {Jos{\'e} Mar{\'i}a} and Rave-Agudelo, {Juan Gabriel}",

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editor = "{Fern{\'a}ndez Verd{\'u}}, Ceneida and {Llinares Ciscar}, Salvador and {Guti{\'e}rrez Rodr{\'i}guez}, {\'A}ngel and {Planas i Raig}, N{\'u}ria",

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Planas, N, Alfonso, JM & Rave-Agudelo, JG 2022, Initiating a project for language-and-learner responsiveness in mathematics content teaching. En C Fernández Verdú, S Llinares Ciscar, Á Gutiérrez Rodríguez & N Planas i Raig (eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: Alicante, Spain, 18-23 of July of 2022. vol. 3, pp. 315-322.

Initiating a project for language-and-learner responsiveness in mathematics content teaching. / Planas, Núria; Alfonso, José María; Rave-Agudelo, Juan Gabriel.
Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: Alicante, Spain, 18-23 of July of 2022. ed. / Ceneida Fernández Verdú; Salvador Llinares Ciscar; Ángel Gutiérrez Rodríguez; Núria Planas i Raig. Vol. 3 2022. p. 315-322.

Producción científica: Capítulo de libro › Capítulo › Investigación › revisión exhaustiva

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Planas N, Alfonso JM, Rave-Agudelo JG. Initiating a project for language-and-learner responsiveness in mathematics content teaching. En Fernández Verdú C, Llinares Ciscar S, Gutiérrez Rodríguez Á, Planas i Raig N, editores, Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: Alicante, Spain, 18-23 of July of 2022. Vol. 3. 2022. p. 315-322

Initiating a project for language-and-learner responsiveness in mathematics content teaching

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Mathematically relevant uses of teacher talk in the teaching of school mathematics contents.

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