Epistemological aspects of multilingualism in mathematics education : an inferentialist approach

DSpace Repository

Epistemological aspects of multilingualism in mathematics education : an inferentialist approach

Details

Files for download
Icon
Overview of item record
Publication Article, peer reviewed scientific
Title Epistemological aspects of multilingualism in mathematics education : an inferentialist approach
Author Ryan, Ulrika ; Parra, Aldo
Research Centre Literacy and inclusive subject teaching in a multilingual society
Date 2019
English abstract
Recently the prevailing language-as-resource metaphor has been problematised and theorised. Using the philosophical theory of inferentialism, we trace an epistemological dimension of multilingualism in mathematics education and add it to the current language-as-resource discussions. With data from two different settings—a mathematics classroom in Sweden and a workshop in an indigenous settlement in Colombia—we show that in encounters between language practices and plural mathematics, the semantic and the epistemological are two sides of the same coin. Inferentialism captures such encounters without dichotomising either languages or mathematics. We contend that epistemological issues move beyond the scope of language-asresource approaches, but they are not paths to improving school achievement. Neither are they matters of distinguishing between formal and informal language use. Rather, an epistemological dimension is about shaping meta-understandings of language diversity that are liberated from mathematics as fixed and prestablished knowledge.
DOI https://doi.org/10.1080/14794802.2019.1608290 (link to publisher's fulltext.)
Link https://www.tandfonline.com/doi/full/10.1080/14794802.2019.1608290 .Icon
Publisher Taylor & Francis
Host/Issue Research in Mathematics Education;
ISSN 1479-4802
Language eng (iso)
Subject inferentialism
multilingualism
mathematics education
epistemology
Humanities/Social Sciences
Research Subject Categories::MATHEMATICS
Handle http://hdl.handle.net/2043/28733 Permalink to this page
Facebook

This item appears in the following Collection(s)

Details

Search


Browse

My Account

Statistics