Linguistic demands and more: a framework for analysing mathematics lessons

Conference item

We present a framework developed as a tool for analysing rich episodes of mathematics lessons in ways that reflect this richness rather than summarise it through coding. Our project supports language-responsive teaching. This framework was developed to address our concerns that through code-based analysis of lessons we were losing too much of the complexity, particularly relating to mathematical connections and aspects of the interactional context that build, evolve, and adapt during an episode, task or lesson. The framework involves identifying structure within lesson episodes, based on shifts in mathematical focus, and analysing how key dimensions of language responsive mathematics teaching are at work within this structure. We draw on data from one analysed lesson episode to illustrate the use and potential of the framework, but also to underscore some of the challenges and reflections that the framework has brought to our work within the project.

Authors: Kimber, E; Ingram, J; Planas, N; Lee, G

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: European Society for Research in Mathematics Education
• Host title: Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)
• Pages: 1494-1501
• Article number: hal-05227412
• Publication date: 2025-12-31
• Acceptance date: 2025-06-03
• Event title: Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)
• Event location: Bozen-Bolzano, Italy
• Event website: https://hal.science/CERME14
• Event start date: 2025-02-03
• Event end date: 2025-02-08
• Language: English
• Keywords: language-responsive teaching; noticing; mathematics classroom discourse