In the past few decades, language has become an active focus of investigation in educational research, including research in Mathematics education. Such a focus is a symptom of a relatively recent paradigmatic shift whose chief characteristics are a new understanding of the student and an increasing awareness of the complexities of learning contexts, such as, notably, the complexities arising from cultural and linguistic diversity.
CITATION STYLE
Radford, L., & Barwell, R. (2016). Language in Mathematics education research. In The Second Handbook of Research on the Psychology of Mathematics Education: The Journey Continues (pp. 275–313). Sense Publishers. https://doi.org/10.1007/978-94-6300-561-6_8
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