Volume 24, Number 1 (February 2027)
“The nature of the distinction between language and communication often becomes blurred at the intersection of the broadest views of mathematics education research on language and the narrowest views of mathematics education research on communication” (Núria Planas and David Pimm)
Articles
Multimodal interpretation of notation
Dave Hewitt and Jenni Ingram
From uncertainty to dialogue: Visualising collaborative noticing and mathematical intuitions in students' narratives within probability learning
Daniela Diaz-Rojas
Linguistic and conceptual transfer: Crosslinguistic translanguaging in the English-French bilingual mathematics classroom in the UK
Jo Skelton and Jane Spiro
Affordances for graphical shape thinking through vivid informal classroom talk
Elizabeth Kimber and Cathy Smith
Teachers’ knowledge and use of mathematics register for teaching and communication
Pauline Tiong and Sheena Tan
Pre-service teachers’ noticing of the function of mathematical naming in the teaching of fractions
Juan Manuel González-Forte and Núria Planas
Co-creation of classroom language: Supporting learners to develop expressions of uncertainty and statistical concepts
Jioo Nimkar and Nayanatara Ruth Gautham
Affectivity as a form of communication during interactions between parent, child, and TouchCounts
Qiang Lin
From words to worlds: Concluding reflections and emerging directions
Jenni Ingram, Núria Planas, and David Pimm
Editors
- Guest Editors
- Jenni Ingram, University of Oxford
- Núria Planas, Universitat Autònoma de Barcelona
- David Pimm, Simon Fraser University
Special Issue:
Engaging with communication and language in relation to mathematics and its education (Part 2)
