Cris Edmonds-Wathen

Impact of Differing Grammatical Structures in Mathematics Teaching and Learning

We show that languages express mathematical ideas in diverse ways that provide an opportunity to enrich the mathematical experiences of learners in multilingual contexts, but that can also introduce ambiguities or misunderstanding between teachers and students and impede the process of mathematical learning. While at times, multilingualism and/or teaching mathematics in the medium of indigenous languages has been considered from deficit perspectives, we consider these challenges as more enabling and enriching. We also show that languages such as English and French, with long traditions of developing a mathematics register, nevertheless contain some grammatical features which are not always ideal mathematically. If opportunities arise for linguistic-mathematical innovations in these world languages, language planners might like to consider innovating for features which research has shown facilitate mathematics learning.

Distribution, Recognition and Representation: Mathematics Education and Indigenous Students

The research undertaken in the last four years on the learning and teaching of mathematics connected to Indigenous students is evaluated using Fraser’s model for social justice, which consists of three elements: distribution (economic), recognition (cultural) and representation (political). Although at least one element, usually distribution, was the focus of the research papers, the occurrence of all three was rare—with representation seldom visible. Yet, evidence suggests that representation is an important element if Indigenous student achievement is to improve. As a consequence, there is a call for a moral change in how mathematics education research is promoted and undertaken with Indigenous students, with a need to include greater Indigenous community representation.