Developing and implementing task-focused guidance for language-responsive mathematics teaching

Conference item

Abstract:: Mathematics teaching that is responsive to the linguistic demands of the mathematical content, as well as the linguistic resources that students bring, is widely recognised as supporting the learning of mathematics. In this paper we report on one aspect of the video analysis that occurred as part of a larger development project focused on language-responsive mathematics teaching. Videos of lessons where experienced teachers implemented tasks they had collaborated in designing guidance for were analysed using a standardised observation framework focused on classroom discourse and the quality of mathematical activity. The analysis shows the teachers explicitly including opportunities to elicit students’ thinking and to enable students to engage in a range of rich discourse practices.

Files:: Ingram_and_Kimber_2025_Developing_and_implementing.pdf

(Preview, Accepted manuscript, pdf, 78.9KB, Terms of use)

Publisher:: International Group for the Psychology of Mathematics Education
Acceptance date:: 2025-04-04
Event title:: 48th Conference of the International Group for the Psychology of Mathematics Education (PME 2025)
Event location:: Santiago, Chile
Event website:: https://eventos.cmm.uchile.cl/pme48/
Event start date:: 2025-07-28
Event end date:: 2025-08-02

Notes:: This paper will be presented at the 48th Conference of the International Group for the Psychology of Mathematics Education (PME 2025), 28th July - 2nd August 2025, Santiago, Chile. The author accepted manuscript (AAM) of this paper has been made available under the University of Oxford's Open Access Publications Policy, and a CC BY public copyright licence has been applied.

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