Abstract
Language diversity in mathematics education is generally concerned with “multiple language use, learning through second or additional languages, learning through minority or oppressed languages, or through majority or dominant languages” (ICMI Study 21 Discussion document—see Appendix). For example, one issue in language diversity is the hegemonic role played by English in many countries to displace mother tongue education (Kirkpatrick, 2007; Phillipson, 2009). In this chapter, we take up the suggestion made by Marilyn Martin-Jones during the plenary of the ICMI Study 21 conference that future issues on language diversity need to be concerned with the use of digital media, and we explore the relationship between language diversity and new media.
This is a preview of subscription content, log in via an institution to check access.
Notes
- 1.
Available at www.edu.uwo.ca/mpc/mpf2010/mpf2010-134.html.
References
Boal, A. (1985). Theatre of the oppressed (C. A. McBride & M.-O. Leal McBride, Trans.). New York: Theatre Communications Group.
Boorstin, J. (1990). The Hollywood eye: What makes movies work. New York: Harper Collins.
Borba, M. C. (2009). Potential scenarios for Internet use in the mathematics classroom. Zentralblatt für Didaktik der Mathematik, 41(4), 453–465.
Borba, M. C., & Confrey, J. (1996). A student’s construction of transformations of functions in a multiple representational environment. Educational Studies in Mathematics, 31, 319–337.
Borba, M., & Villarreal, M. E. (2005). Humans-with-media and the reorganization of mathematical thinking. New York: Springer.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.
Bruner, J. (1994). Acts of meaning: Four lectures on mind and culture. Cambridge, MA: Harvard University Press.
Buckingham, D. (2010). Media education: Literacy, learning and contemporary culture. Malden, MA: Polity Press.
Cummins, J., Brown, K., & Sayers, D. (2007). Literacy, technology, and diversity. New York: Pearson.
Denzin, N. K. (2003). Performance ethnography. Critical pedagogy and the politics of culture. Thousand Oaks, CA: Sage.
Gadanidis, G. (2008). Scruffy’s new home. Whitby, ON: Brainy Day.
Gadanidis, G. (2012). Trigonometry in grade 3? What works? Research into practice (Research Monograph 42). Ottawa, ON: The Literacy and Numeracy Secretariat.
Gadanidis, G., & Borba, M. (2008). Our lives as performance mathematicians. For the Learning of Mathematics, 28(1), 42–49.
Gadanidis, G., & Gadanidis, M. (2010). Wolf gets hurt. Whitby, ON: Brainy Day.
Gadanidis, G., Hoogland, C., & Hughes, J. (2008). Teaching and learning in a Web 2.0 environment: Three case studies. International Journal of Technology in Teaching and Learning, 4(2), 117–133.
Gadanidis, G., Hughes, J., & Borba, M. (2008). Students as performance mathematicians. Mathematics Teaching in the Middle School, 14(3), 168–175.
Gadanidis, G., Hughes, J., & Cordy, M. (2011). Mathematics for gifted students in an arts- and technology-rich setting. Journal for the Education of the Gifted, 34(3), 397–433.
Gerofsky, S. (2006). Performance space & time. In G. Gadanidis & C. Hoogland (Eds.), Digital Mathematical Performance: Proceedings of a Fields Institute Symposium. London, ON: The University of Western Ontario.
Hill, R. T. G. (1998). Performance pedagogy across the curriculum. In S. J. Daily (Ed.), The future of performance studies: Visions and revisions (pp. 141–144). Washington, DC: National Communication Association.
Hughes, J. (2008). The performative pull of research with new media. International Journal of Qualitative Methods, 7(3), 16–34.
Hughes, J., & Gadanidis, G. (2010). Learning as community service: Thinking with new media. Journal of Educational Multimedia and Hypermedia, 19(3), 287–306.
Hull, G. A. (2003). At last: Youth culture and digital media: New literacies for new times. Research in the Teaching of English, 38(2), 229–233.
Hull, G. A., & Katz, M. (2006). Creating an agentive self: Case studies of digital storytelling. Research in the Teaching of English, 41(1), 43–81.
Hutchins, P. (1986). The doorbell rang. New York: Mulberry Books.
Kieran, C. (1992). The learning and teaching of school algebra. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 390–419). New York: Macmillan.
Kieran, C., & Guzmán, J. (2009). Developing teacher awareness of the roles of technology and novel tasks: An example involving proofs and proving in high school algebra. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME) (pp. 321–328). Thessaloniki, Greece: PME.
Kieran, C., & Sfard, A. (1999). Seeing through symbols: The case of equivalent expressions. Focus on Learning Problems in Mathematics, 21(1), 1–17.
Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English language teaching. Cambridge, England: Cambridge University Press.
Kress, G., & Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. New York: Oxford University Press.
Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices and classroom learning (2nd ed.). London: Open University Press.
Lankshear, C., & Knobel, M. (2007). Sampling “the new” in new literacies. In M. Knobel & C. Lankshear (Eds.), A new literacies sampler (pp. 1–24). New York: Peter Lang.
Levy, P. (1993). Tecnologias da Inteligência: O futuro do pensamento na era da informática. [Technologies of intelligence: The future of thinking in the informatics era]. Rio de Janeiro, Brazil: Editora 34.
Levy, P. (1998). Becoming virtual: Reality in the digital age. New York: Plenum.
McIntyre, A. (1984). After virtue: A study in moral theory. Notre Dame, IN: University of Notre Dame.
McLuhan, M. (1964). Understanding media: The extensions of man. New York: McGraw Hill.
Miller, P., & Goodnow, J. (1995). Cultural practices: Toward an integration of culture and development. New Directions for Child Development, 67, 5–16.
Nathan, M. J., & Koedinger, K. R. (2000). An investigation of teachers’ beliefs of students’ algebra development. Cognition and Instruction, 18(2), 209–237.
Noss, R., Hoyles, C., Geraniou, E., Mavrikis, M., Gutierrez, S., & Pearce, D. (2009). Broadening the sense of ‘dynamic’: An exploratory system to support students’ mathematical generalisation. Zentralblatt für Didaktik der Mathematik, 41(4), 493–503.
Ochs, E., & Capps, L. (2001). Living narrative: Creating lives in everyday storytelling. Cambridge, MA: Harvard University Press.
Pahl, K., & Rowsell, J. (2005). Literacy and education: Understanding the new literacy studies in the classroom. Thousand Oaks, CA: Sage.
Phillipson, R. (2009). Linguistic imperialism continued. New York: Routledge.
Rowsell, J., & Walsh, M. (2011). Rethinking literacy education in new times: Multimodality, multiliteracies and new literacies. Brock Education, 21(1), 53–62.
Schank, R. (1990). Tell me a story: A new look at real and artificial memory. New York: Macmillan.
Schrage, M. (2001). The relationship revolution. Retrieved from http://web.archive.org/web/20030602025739/http://www.ml.com/woml/forum/relation.htm
Scucuglia, R. (2012). On the nature of students’ digital mathematical performances. Unpublished doctoral dissertation, The University of Western Ontario, Canada.
Scucuglia, R., & Gadanidis, G. (2013). Performance matemática: Tecnologias digitais e artes na escola pública de ensino fundamental [Mathematical performance: Digital technology and the arts at the elementary public school]. In M. Borba & A. Chiari (Eds.), Tecnologias digitais e educação matemática [Digital technology and mathematics education]. São Paulo, Brazil: Editora Livraria da Física.
Sinclair, N. (2006). The aesthetic sensibilities of mathematicians. In N. Sinclair, D. Pimm, & W. Higginson (Eds.), Mathematics and the aesthetic: Modern approaches to an ancient affinity (pp. 87–104). New York: Springer.
The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92.
Tikhomirov, O. K. (1981). The psychological consequences of computerization. In J. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 256–278). Armonk, NY: M.E. Sharpe.
Walsh, M. (2011). Multimodal literacy: Researching classroom practice. Sydney, Australia: Primary Teachers Association of Australia.
Watson, A., & Mason, J. (2007). Surprise and inspiration. Mathematics Teaching, 200, 4–7.
Weber, S., & Mitchell, C. (2008). Imaging, keyboarding, and posting identities: Young people and new media technologies. In D. Buckingham (Ed.), Youth, identity and digital media (pp. 25–47). Cambridge, MA: The MIT Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Open Access This book was originally published with exclusive rights reserved by the Publisher in 2015 and was licensed as an open access publication in March 2021 under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence and indicate if changes were made.
The images or other third party material in this chapter are included in the chapter's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the chapter's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder
Copyright information
© 2016 The Author(s)
About this chapter
Cite this chapter
Gadanidis, G., Borba, M., Scucuglia, R. (2016). Language Diversity and New Media: Issues of Multimodality and Performance. In: Barwell, R., et al. Mathematics Education and Language Diversity. New ICMI Study Series. Springer, Cham. https://doi.org/10.1007/978-3-319-14511-2_13
Download citation
DOI: https://doi.org/10.1007/978-3-319-14511-2_13
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-14510-5
Online ISBN: 978-3-319-14511-2
eBook Packages: EducationEducation (R0)