{"title":"面对和挑战语言意识形态,在数学教育研究中实现对语言的更包容的理解——以手语为例","authors":"Christina M. Krause","doi":"10.1007/s11858-023-01526-y","DOIUrl":null,"url":null,"abstract":"Abstract Research on language in mathematics education is largely dominated by a ‘normalcy’ of spoken languages. This modal hegemony does not only affect a whole group of learners in failing to provide access that is epistemologically equitable—those using sign language as their preferred mode for mathematical discourse—it also obscures our view on the roles language can play in mathematical thinking and learning. As a field, we can only win from seeking to understand Deaf learners of mathematics beyond a disability, as learners of mathematics with a specific linguistic background that influences mathematical thinking and learning in peculiar ways. In this contribution, I suggest a shift in mindset towards a more inclusive view on language in mathematics education research and practice. I propose basic principles to inform a perspective for reconsidering the role of language in mathematics thinking and learning, inspired by work of philosopher Francois Jullien. This perspective counters a perspective that merely integrates sign language into existing research and instead searches for dialogue between linguistic modalities in learning mathematics, looking beyond language as spoken or written. This approach will be illustrated by the case of the modal affordance of iconicity foregrounded in signed mathematical discourse, its role in Deaf students’ mathematics thinking and learning, and how this can inform existing research and practice dealing with language in mathematics education.","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Facing and challenging language ideologies towards a more inclusive understanding of language in mathematics education research—the case of sign languages\",\"authors\":\"Christina M. Krause\",\"doi\":\"10.1007/s11858-023-01526-y\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Research on language in mathematics education is largely dominated by a ‘normalcy’ of spoken languages. This modal hegemony does not only affect a whole group of learners in failing to provide access that is epistemologically equitable—those using sign language as their preferred mode for mathematical discourse—it also obscures our view on the roles language can play in mathematical thinking and learning. As a field, we can only win from seeking to understand Deaf learners of mathematics beyond a disability, as learners of mathematics with a specific linguistic background that influences mathematical thinking and learning in peculiar ways. In this contribution, I suggest a shift in mindset towards a more inclusive view on language in mathematics education research and practice. I propose basic principles to inform a perspective for reconsidering the role of language in mathematics thinking and learning, inspired by work of philosopher Francois Jullien. This perspective counters a perspective that merely integrates sign language into existing research and instead searches for dialogue between linguistic modalities in learning mathematics, looking beyond language as spoken or written. This approach will be illustrated by the case of the modal affordance of iconicity foregrounded in signed mathematical discourse, its role in Deaf students’ mathematics thinking and learning, and how this can inform existing research and practice dealing with language in mathematics education.\",\"PeriodicalId\":51441,\"journal\":{\"name\":\"Zdm-Mathematics Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2023-10-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Zdm-Mathematics Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s11858-023-01526-y\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Zdm-Mathematics Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s11858-023-01526-y","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Facing and challenging language ideologies towards a more inclusive understanding of language in mathematics education research—the case of sign languages
Abstract Research on language in mathematics education is largely dominated by a ‘normalcy’ of spoken languages. This modal hegemony does not only affect a whole group of learners in failing to provide access that is epistemologically equitable—those using sign language as their preferred mode for mathematical discourse—it also obscures our view on the roles language can play in mathematical thinking and learning. As a field, we can only win from seeking to understand Deaf learners of mathematics beyond a disability, as learners of mathematics with a specific linguistic background that influences mathematical thinking and learning in peculiar ways. In this contribution, I suggest a shift in mindset towards a more inclusive view on language in mathematics education research and practice. I propose basic principles to inform a perspective for reconsidering the role of language in mathematics thinking and learning, inspired by work of philosopher Francois Jullien. This perspective counters a perspective that merely integrates sign language into existing research and instead searches for dialogue between linguistic modalities in learning mathematics, looking beyond language as spoken or written. This approach will be illustrated by the case of the modal affordance of iconicity foregrounded in signed mathematical discourse, its role in Deaf students’ mathematics thinking and learning, and how this can inform existing research and practice dealing with language in mathematics education.
期刊介绍:
ZDM – Mathematics Education is one of the oldest mathematics education research journals. The papers appearing in the seven themed issues per year are strictly by invitation only followed by internal peer review by the guest-editors and external review by invited experts. The journal exists to survey, discuss and extend current research-based and theoretical perspectives as well as to create a forum for critical analyses of issues within mathematics education. The audience is pre-dominantly mathematics education researchers around the world interested in current developments in the field.