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Paper presentations
TWG 9 Mathematics and Language
Suite 686
TWG leader: Núria Planas
TWG9.PA1 Rethinking the students' comments in the mathematics notebook: A resource-based perspective
Matías Arce*1, Tomás Ortega1, Núria Planas2
1University of Valladolid, Spain, 2Autonomous University of Barcelona, Spain
TWG9.PA2 Educating to rationality in a narrative context: an experimentation
Gemma Carotenuto*1, Cristina Coppola2, Roberto Tortora3
1Università degli Studi di Salerno, Italy, 2Università degli Studi di Salerno, Italy, 3Università Federico II, Italy
TWG9.PA3 Implicit and explicit processes of establishing explaining practices - Ambivalent learning opportunities in classroom discourse
Kirstin Erath
TU Dortmund University, Germany
TWG9.PA4 Young children's appropriation of mathematical discouse: learning subtraction in a plurilingual classroom
Marie Therese Farrugia
University of Malta, Malta
TWG9.PA5 Language in argumentation and solution of problems with graphs
Pier Luigi Ferrari
Università del Piemonte Orientale, Italy
TWG9.PA6 Talking with objects
Marei Fetzer*1, Kerstin Tiedemann2
1Goethe-University Frankfurt, Germany, 2University of Bielefeld, Germany
TWG9.PA7 Mistakes as occasions for productive interactions in inclusive mathematics classrooms
Uta Häsel-Weide
University of Paderborn, Institute of Mathematics, Germany
TWG9.PA8 Revisiting the roles of interactional patterns in mathematics classroom interaction
Jenni Ingram*, Nick Andrews, Andrea Pitt
University of Oxford, UK
TWG9.PA9 The duck is the biggest - kindergartners talking about measurement and magnitudes
Birgit Brandt, Sarah Keuch*
Technische Universität Chemnitz, Germany
TWG9.PA10 Constructing mathematical meaning of the cosine function using covariation between variables in a modeling situation in Cabri.
Faten Khalloufi Mouha
Faculté des Sciences Bizerte, Tunisia
TWG9.PA11 DeafMath: Exploring the influence of sign language on mathematical conceptualization
Christina M. Krause
University of Duisburg-Essen, Germany
TWG9.PA12 Fostering of interdisciplinary learning through basic education in computer science in mathematics in primary education.
Peter Ludes*, Marcus Schütte
Technical University of Dresden, Germany
TWG9.PA13 On the nature of spatial metaphors: dimensions of spatial metaphors and their use among fifth graders
Angel Mizzi
University of Duisburg-Essen, Germany
TWG9.PA14 Ensuring methodological rigor for investigating the discourse development of bilingual mathematics learners
Máire Ní Ríordáin*1, Eilís Flanagan2, Claire Brilly2
1University College Cork, Ireland, 2National University of Ireland, Galway, Ireland
TWG9.PA15 From practical to theoretical thinking: The impact of the role-play activity
Anna Pierri
University of Salerno, Italy
TWG9.PA16 Entering the mathematical register through evolution of the material milieu for classification of polygons
Frode Rønning*, Heidi Strømskag
Norwegian University of Science and Technology, Norway
TWG9.PA17 The role of the classroom teacher in supporting bilingual primary pupils in the learning of mathematics.
Miriam Ryan*1, Máire Ní Ríordáin2
1DCU, Ireland, 2UCC, Ireland
TWG9.PA18 The discourse of a teacher as a means to promote the objectification of a vector quantity: case of a novice teacher
Ulises Salinas-Hernández*1, Luis Moreno-Armella1, Isaias Miranda2
1Centro de Investigación y de Estudios Avanzados, Mexico, 2Centro de Investigación en Ciencia Aplicada y Tecnología Avanzada, Mexico
TWG9.PA19 Effects of linguistic variations of word problems on the achievement in high stakes tests
Sabine Schlager*, Jana Kaulvers, Andreas Büchter
University of Duisburg-Essen, Germany
TWG9.PA20 Multilingual learners’ opportunities for productive engagement in a bilingual German-Turkish teaching intervention on fractions
Alexander Schüler-Meyer
TU Dortmund University, Germany
TWG9.PA21 Authority structures in preservice teachers' talk
Konstantinos Tatsis*1, Bozena Maj-Tatsis2
1University of Ioannina, Greece, 2University of Rzeszow, Poland
TWG9.PA22 How do students develop lexical means for understanding the concept of relative frequency? Empirical insights on the basis of trace analyses
Lena Wessel
TU Dortmund University, Germany
TWG9.PA23 Conceptions of the transition from the difference quotient to the derivative in imaginary dialogues written by preservice teachers
Annika Wille
Alpen-Adria-Universität Klagenfurt, Austria
TWG9.PA24 Functions: implicit
Vivica Zweidar
University of Bremen, Germany