Programme
Preliminary timetable
The majority of the scientific programme will consist of these two types of working sessions (see preliminary timeline). Furthermore, there will be two plenaries to establish the theme and acommentary panel to formulate questions and interesting topics drawn from the working sessions with a view to moving the field forward. We are happy to welcome Núria Planas (Universitat Autònoma de Barcelona) and another speaker (to be announced in the second announcement) as plenary speakers. In order to also allow for the presentation and discussion of concrete classroom materials (e.g., representations, tasks, digital formats), one session in the style of a “gallery walk” is included in the timetable. Posters will also be presented during this session.
Plenary speakers
Prof. Núria Planas; Translation and translanguaging moves in mathematics teaching talk.
Mathematics teaching talk is key to facilitating students’ mathematics talk and reasoning in the classroom. In the context of a research and developmental project with secondary-school teachers of mathematics, instances of mathematics teaching talk embedded into classroom situations are being used as representations of practice for the discussion of mathematical naming and explaining that can support student learning. These representations draw on real data from former classroom research projects in bilingual classrooms in Barcelona. Translation and translanguaging moves make a difference between some of the instances of mathematics teaching talk selected for work with the teachers. In this way, teachers are expected to become engaged in the discussion of linguistically responsive practices of mathematical naming and explaining in their own bilingual classrooms. In my talk, I will report on results that are emerging from this project. I will also argue for the further study of a notion of translanguaging in mathematics teaching and learning.
Prof. Jantien Smit and Lianne Stolte; Teacher repertoires and routines: From scaffolding language to translanguaging for mathematical learning.
Over the past decades, mathematics education scholars have increasingly acknowledged and researched the role and use of language in mathematical learning and have come to study the features and functions of specialized or subject-specific language in mathematics classrooms. In the keynote to be delivered, Jantien Smit will first sketch her own pathway in this area of research, with a special focus on multilingual students and their teachers in primary mathematics education. The central focus in her thesis was on scaffolding language. However, she faced the issue of bricolage: much research tends to take one conceptual umbrella to frame a study, but when working in practice, one typically needs many theoretical perspectives to realize the envisioned teaching/learning processes. Although Smit employed a holistic approach in the design study conducted, it was only after finishing her PhD that she became aware of scholars (e.g., Prediger) enhancing and studying the use of languages (i.e., home languages) other than the language of instruction as resources for mathematical learning. Over the last decade, both in the Netherlands and internationally, there has been a movement from deficit perspectives on so-called “second-language learners” in the mathematics classroom to more inclusive perspectives on “emergent bi-/multilingual learners” as essential for studying mathematical discourse. Against this background, a six-year research project in collaboration with Utrecht University and many societal partners was granted in 2021. And this is where Lianne Stolte plays a key role. Her PhD project focuses on the question of how primary teachers in newcomer education can use home languages for mathematical learning. More specifically, she focuses on teacher routines – goals, challenges, considerations, decisions – in a reception class that were identified in the collaborative effort of herself and the teacher to establish a translanguaging practice for student participation in mathematics lessons. Interestingly, the scaffolding lens proved useful to characterize the teaching and learning processes the teacher reported on. In their keynote presentation, Smit and Stolte propose an integrative view on the ideas of scaffolding language and translanguaging for content learning.
Social programme & Conference dinner
The conference dinner will take place in the Brauhaus. Since 2005, Hallesches Brauhaus has been brewing cool, fresh Hallsch and other in-house beers. The elegantly rustic dining room or the spacious courtyard seating area offer tarte flambée variations and hearty dishes from beer curry sausage to pork brawn, complemented by seasonal specialties. For baked goods, meat, and wine, the focus is on specialties from the region, just like the freshly tapped beer. Cheers to a Hallsch! Or two? Or three?