The Linguistic Challenges of Mathematics Teaching and Learning: A Research Review

By Mary J. Schleppegrell. 2007

593 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/be40dc31ee756bc4d978cba9f3b8362507a25c9d

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In Language and Linguistics

Citations in the corpus

Examining fourth-grade mathematics writing: features of organization, mathematics vocabulary, and mathematical representations (2016, background): “mathematics (Schleppegrell, 2007), we aimed to learn how students write with mathematics vocabulary with a focus on mathematics vocabulary used in mathematics writing.”
The Social Construction of Authority Among Peers and Its Implications for Collaborative Mathematics Problem Solving (2016, background): “The linguistic structures used in mathematics classrooms—such as its technical vocabulary and the use of multiple semiotic systems including oral and written language, symbols and visual representations—differ from the everyday language of social interactions outside of school (Schleppegrell, 2007).”
Performance Differences on a Measure of Mathematics Vocabulary for English Learners and Non-English Learners with and without Mathematics Difficulty (2019, background): “The number and complexity of mathematics-vocabulary terms often creates confusion for students with MD, who lack the mathematics-vocabulary knowledge of students without MD (Schleppegrell, 2007).”
Words as Tools: Learning Academic Vocabulary as Language Acquisition (2012, background): “…2008; Guerrero, 2004; Schleppegrell, 2004b); learning to think and learn like a scientist, historian, mathematician, or writer (Honig, 2010; Schleppegrell, 2007; Shanahan & Shana-han, 2008); and overall academic achievement (Hakuta, Butler, & Witt, 2000; Short & Fitzsimmons, 2007;…”
The Challenge of Academic Language (2009, background): “…analysis of scientific language (Halliday & Martin, 1993), explorations of performances at different levels of expertise (Schleppegrell, 2001), in different academic disciplines (Achugar & Schleppegrell, 2005; Schleppegrell, 2007), and in specific genres (Halliday & Martin, 1993; Swales, 1990).”
An Investigation of the Mathematics-Vocabulary Knowledge of First-Grade Students (2017, background): “In addition, Bay-Williams andLivers (2009) and Schleppegrell (2007) pointed out thatmanymathematics-vocabulary terms havemultiplemeanings, which may contribute to confusion.”
Contributions of Academic Language, Perspective Taking, and Complex Reasoning to Deep Reading Comprehension (2016, background): “Key features of academic language, described by Halliday (1987, 1993), Schleppegrell (2001, 2007), Scarcella (2003), and others, include reduction in use of subject pronouns and action verbs; increase in nominalizations, passives, and embedded relative clauses; and lexicalized discourse, stance,…”
Supporting Clear and Concise Mathematics Language (2016, background): “Mathematics vocabulary is often difficult for children because many terms have meanings in general English and meanings specific to mathematics (Rubenstein & Thompson, 2002; Schleppegrell, 2007).”
Differences in the Mathematics–Vocabulary Knowledge of Fifth–Grade Students with and without Learning Difficulties (2017, background): “Based on the literature demonstrating the complexities of the language of mathematics (e.g., Monroe & Panchyshyn, 1995; Rubenstein & Thompson, 2002; Schleppegrell, 2007) and the trouble that students with learning difficulties have in learning new vocabulary (e.”
The Influence of Mathematics Vocabulary Instruction Embedded Within Addition Tutoring for First-Grade Students With Mathematics Difficulty (2015, background): “Other scholars believe that academic language encompasses the context it is used in, both formally and informally, to develop meaning (Schleppegrell, 2007).”
Mathematics Difficulty with and without Reading Difficulty: Findings and Implications from a Four-Year Longitudinal Study (2012, background): “Furthermore, given that mathematics instruction depends primarily on oral explanations and interactions and that the delivery of mathematics curriculum often occurs through written text (Bielenberg & Wong Fillmore, 2004/2005; Schleppegrell, 2007), more research is necessary to examine how other aspe”
(Developing) Teacher Discourse Moves: A Framework for Professional Development* (2013, methodology): “Precise use of discourse as described in the concept of the mathematics register (e.g., Halliday, 1978; Pimm, 1987; Schleppegrell, 2007), however, requires teachers also to understand, for example, how dense noun phrases, nominalizations,12 logical connectors, and”
The Semiotic Structure of Geometry Diagrams: How Textbook Diagrams Convey Meaning (2015, unknown): “…and conversations among teachers (e.g., González & DeJarnette, 2012; Herbel-Eisenmann & Otten, 2011; Herbst & Kosko, in press; Kosko & Herbst, 2012; Lemke, 1990; Mesa & Chang, 2010; Schleppegrell, 2007, 2010; Shreyar, Zolkower, & Pérez, 2010; Zolkower & de Freitas, 2012; Zolkower & Shreyar, 2007).”