Epistemological aspects of multilingualism in mathematics education : an inferentialist approach

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Epistemological aspects of multilingualism in mathematics education : an inferentialist approach

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dc.contributor.author Ryan, Ulrika
dc.contributor.author Parra, Aldo
dc.date.accessioned 2019-10-15T07:35:52Z
dc.date.available 2019-10-15T07:35:52Z
dc.date.issued 2019 en_US
dc.identifier.issn 1479-4802 en_US
dc.identifier.uri http://hdl.handle.net/2043/30220
dc.description.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-as-resource 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 pre-stablished knowledge. en_US
dc.format.extent 16 en_US
dc.language.iso eng en_US
dc.publisher Taylor & Francis en_US
dc.subject Inferentialism en_US
dc.subject multilingualism en_US
dc.subject epistemology en_US
dc.subject mathematics education en_US
dc.subject.classification Humanities/Social Sciences en_US
dc.title Epistemological aspects of multilingualism in mathematics education : an inferentialist approach en_US
dc.type Article, peer reviewed scientific en_US
dc.contributor.department Malmö University. Faculty of Education and Society
dc.contributor.department Malmö University. Natural Science, Mathematics and Society (NMS)
dc.identifier.doi 10.1080/14794802.2019.1608290 en_US
dc.subject.srsc Research Subject Categories::SOCIAL SCIENCES en_US
dc.relation.ispartofpublication Research in Mathematics Education;2
dc.relation.ispartofpublicationvolume 21 en_US
dc.description.authorversion No en_US
dc.identifier.isiid 000482259400004
dcterms.identifier.OAurl https://www.tandfonline.com/doi/full/10.1080/14794802.2019.1608290 en_US
dc.format.ePage 167 en_US
dc.format.sPage 152 en_US
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