Was wird zum Erklären gelernt? Konstitution eines Lerngegenstands in der Klasseninteraktion

Erklären lernt man im Mathematikunterricht nicht durch Instruktion oder reine Konstruktion, sondern in den Interaktionen zwischen allen Beteiligten. Doch was genau wird in den jeweiligen Klassen dazu tatsächlich gelernt? Ist der Lerngegenstand überhaupt in allen Klassen gleich? Wenn nicht, inwiefern unterscheidet er sich? Die interdisziplinäre Videostudie INTERPASS untersucht Mathematik- und Deutschklassen des 5. Jahrgangs im Hinblick auf mikrokulturell etablierte sprachliche Praktiken (120 h Video). Die Konzeptualisierung von Erklärpraktiken als Navigieren durch epistemische Felder ermöglicht die Erfassung der fachkulturell-epistemischen Dimension einer solchen Praktik (Prediger & Erath 2014; Erath & Prediger 2014). Der Beitrag skizziert an zwei Fallbeispielen die Kontingenzen zwischen in verschiedenen Mikrokulturen etablierten Praktiken

Beziehungen zwischen Bedeutungselementen und grafischen Darstellungen in der Trigonometrie

Die Einführung in die Trigonometrie stellt für viele Lernende eine große Herausforderung innerhalb des Mathematikunterrichts dar. Dies ist keine Überraschung: Das Thema verbindet Ansätze der Geometrie mit einer neuen Klasse von Funktionen, die nicht in, für Lernende bekannte, algebraische Ausdrücke übersetzt werden können. Eine Möglichkeit zur Spezifizierung und Strukturierung des Themengebietes stellt der 4-Stufen-Ansatz (Hußmann & Prediger, 2016) dar, bei dem der Unterrichtsgegenstand auf formaler, semantischer, konkreter und empirischer Ebene analysiert wird und als Ergebnis verschiedene Lernpfade im Rahmen der fachdidaktischen Entwicklungsforschung designt werden

Designing and enacting instruction that enhances language for mathematics learning

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

Experienced teachers talking about their mathematics teaching with linguistically disadvantaged learners

Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged and at considerable risk of school failure and early dropout. This is the case in many parts of the world. While much has been researched on linguistically disadvantaged learners in the fields of sociology and general pedagogy, little is known about the classroom teaching of mathematical content in language-responsive ways for all learners in school. Experienced mathematics teachers draw on a wealth of knowledge of content teaching in language-responsive ways developed through their practices working with linguistically disadvantaged learners in their classrooms. In this paper we report on interviews with some of these experienced mathematics teachers from seven educational contexts focusing on teaching probability in language-responsive ways. We focus on what we can learn from these teachers that could inform our practice as mathematics teacher educators and our research. We identify three challenges and three practices that add nuance and depth to theoretical research findings and recommendations on language in mathematics teaching, which can potentially develop these findings in more practical and accurate ways

Language in the Mathematics Classroom: An introduction to the papers and presentations within ETC 7

Research considering the role of language in the teaching and learning of mathematics continues to grow and develop, drawing on a range of theoretical, methodological and pedagogical approaches. In this introduction, we detail the discussions had and issues raised at the 7th ERME Topic Conference as a result of the bringing together of the theoretical perspectives, foci and findings of the papers presented that are included in these proceedings. These rich discussions also raised new challenges for those researching language and mathematics and identified new possibilities for the future work of the Mathematics and Language thematic working group. Keywords: Language and mathematics, multilingual contexts, meaning-making, interaction<br/