Standard

Designing and enacting instruction that enhances language for mathematics learning : A review of the state of development and research. / Erath, Kirstin; Ingram, Jenni; Moschkovich, Judit; Prediger, Susanne.

In: ZDM: The International Journal on Mathematics Education, Vol. 53, No. 2, 05.2021, p. 245-262.

Research output: Contribution to journalScientific review articleResearchpeer-review

Harvard

Erath, K, Ingram, J, Moschkovich, J & Prediger, S 2021, 'Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research', ZDM: The International Journal on Mathematics Education, vol. 53, no. 2, pp. 245-262. https://doi.org/10.1007/s11858-020-01213-2

APA

Erath, K., Ingram, J., Moschkovich, J., & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM: The International Journal on Mathematics Education, 53(2), 245-262. https://doi.org/10.1007/s11858-020-01213-2

Vancouver

Erath K, Ingram J, Moschkovich J, Prediger S. Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM: The International Journal on Mathematics Education. 2021 May;53(2):245-262. https://doi.org/10.1007/s11858-020-01213-2

Author

Erath, Kirstin ; Ingram, Jenni ; Moschkovich, Judit ; Prediger, Susanne. / Designing and enacting instruction that enhances language for mathematics learning : A review of the state of development and research. In: ZDM: The International Journal on Mathematics Education. 2021 ; Vol. 53, No. 2. pp. 245-262.

BibTeX

@article{abe55893cc1c4d75bd733708ba709cb8,
title = "Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research",
abstract = "After four decades of research and development on language in mathematics classrooms, there is consensus that enhancing language is crucial for promoting students{\textquoteright} mathematics learning. After briefly sketching the theoretical contexts for work on this topic, in this paper we present six design principles for instruction that enhances language for mathematics learning. We then review the research that provides an empirical foundation for these principles, (a) concerning the design of learning environments to enhance language for mathematics learning and (b) on teaching practices (including teacher moves and classroom norms) involved in the enactment of those designed learning environments. Without claiming completeness, this review of the state of development and research shows that some aspects of design and instruction that enhance language for mathematics learning have been well researched, whereas research gaps for other aspects persist.",
keywords = "Design research, Enhancing language, Design principles, Teaching practices",
author = "Kirstin Erath and Jenni Ingram and Judit Moschkovich and Susanne Prediger",
year = "2021",
month = may,
doi = "10.1007/s11858-020-01213-2",
language = "English",
volume = "53",
pages = "245--262",
journal = "ZDM: The International Journal on Mathematics Education",
issn = "1863-9690",
publisher = "Springer",
number = "2",

}

RIS

TY - JOUR

T1 - Designing and enacting instruction that enhances language for mathematics learning

T2 - A review of the state of development and research

AU - Erath, Kirstin

AU - Ingram, Jenni

AU - Moschkovich, Judit

AU - Prediger, Susanne

PY - 2021/5

Y1 - 2021/5

N2 - After four decades of research and development on language in mathematics classrooms, there is consensus that enhancing language is crucial for promoting students’ mathematics learning. After briefly sketching the theoretical contexts for work on this topic, in this paper we present six design principles for instruction that enhances language for mathematics learning. We then review the research that provides an empirical foundation for these principles, (a) concerning the design of learning environments to enhance language for mathematics learning and (b) on teaching practices (including teacher moves and classroom norms) involved in the enactment of those designed learning environments. Without claiming completeness, this review of the state of development and research shows that some aspects of design and instruction that enhance language for mathematics learning have been well researched, whereas research gaps for other aspects persist.

AB - After four decades of research and development on language in mathematics classrooms, there is consensus that enhancing language is crucial for promoting students’ mathematics learning. After briefly sketching the theoretical contexts for work on this topic, in this paper we present six design principles for instruction that enhances language for mathematics learning. We then review the research that provides an empirical foundation for these principles, (a) concerning the design of learning environments to enhance language for mathematics learning and (b) on teaching practices (including teacher moves and classroom norms) involved in the enactment of those designed learning environments. Without claiming completeness, this review of the state of development and research shows that some aspects of design and instruction that enhance language for mathematics learning have been well researched, whereas research gaps for other aspects persist.

KW - Design research

KW - Enhancing language

KW - Design principles

KW - Teaching practices

U2 - 10.1007/s11858-020-01213-2

DO - 10.1007/s11858-020-01213-2

M3 - Scientific review article

VL - 53

SP - 245

EP - 262

JO - ZDM: The International Journal on Mathematics Education

JF - ZDM: The International Journal on Mathematics Education

SN - 1863-9690

IS - 2

ER -

ID: 1584679