Establishing practices of unpacking meanings of mathematical concepts in multiple languages
Conference contribution (Article) › Research › Peer reviewed
Publication data
| By | Ángela Uribe, Susanne Prediger |
| Original language | English |
| Published in | Claudia Cornejo, Patricio Felmer, David M. Gómez, Pablo Dartnell, Paula Araya, Armando Peri, Valeria Randolph (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports (vol. 2) |
| Pages | 347-354 |
| Editor (Publisher) | PME |
| DOI/Link | https://www.igpme.org/publications/current-proceedings/ |
| Publication status | Published – 07.2025 |
Unpacking and comparing the literal meanings of phrases for mathematical concepts in multiple languages can unfold productive discussions to deepen students' conceptual understanding. However, as students often translate only by overall sense, productive practices of language comparison must first be established. The design research study explores a multilanguage-responsive approach with prepared phrases and literal meanings from multiple languages, for the case of delineating area and perimeter. Qualitative analysis of two episodes of whole-class discussions revealed four practices of language comparison with varying degrees of contribution to meaning-making. The
analysis indicates that the prepared phrases can support to establish productive practices that students can later transfer to their own home languages.
