LCM[superscript 2]: A Discursive Framework to Support Cognitive Research in Bilingual Mathematics Contexts

Autor/inn/en	Ní Ríordáin, Máire; Flanagan, Eílis
Titel	LCM[superscript 2]: A Discursive Framework to Support Cognitive Research in Bilingual Mathematics Contexts
Quelle	In: Research in Mathematics Education, 24 (2022) 3, S.324-346 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ní Ríordáin, Máire)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2021.1993975
Schlagwörter	Mathematics Instruction; Language Usage; Irish; Second Language Learning; Second Language Instruction; Bilingualism; Discourse Analysis; Thinking Skills; Language of Instruction; Undergraduate Students; Universities; Calculus; Algebra; Bilingual Education; English; Interdisciplinary Approach; Native Language; Foreign Countries; Video Technology; Lecture Method; Protocol Analysis; Classification; Learning Processes; Ireland + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Sprachgebrauch; Irisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Bilingualismus; Diskursanalyse; Denkfähigkeit; Teaching language; Unterrichtssprache; University; Universität; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Bilingual teaching; Bilingualer Unterricht; English language; Englisch; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ausland; Classification system; Klassifikation; Klassifikationssystem; Learning process; Lernprozess; Irland
Abstract	This paper presents a research framework for investigating the role of language use in mathematics learning. The paper draws on the wider M[superscript 2]EID study, which explores whether differences in languages (English and Irish) and their use by bilingual mathematical students have a differential impact on their mathematics meta-level developments. A primary consideration of the M[superscript 2]EID study was to design a rigorous research framework to support such complex, real-world educational research. In particular, the study explored how to integrate the varied theoretical constructs underpinning this type of research and how to design the most appropriate data capture and analysis procedures. It is focused on adapting a discursive approach to examining bilingual students' mathematical thinking. The resultant LCM[superscript 2] research framework outlines four phases for designing research within the combined fields of linguistics and mathematics. Exemplars from the M[superscript 2]EID study are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01