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Edmonds-Wathen, Cris
Publications (10 of 20) Show all publications
Edmonds-Wathen, C., Bergqvist, E. & Österholm, M. (2016). Comparing mathematics tasks in different languages. In: Csíkos, C., Rausch, A., & Szitányi, J. (Ed.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education: . Paper presented at The 40th Conference of the International Group for the Psychology of Mathematics Education (pp. 151-151). Szeged, Hungary: PME, 1
Open this publication in new window or tab >>Comparing mathematics tasks in different languages
2016 (English)In: Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education / [ed] Csíkos, C., Rausch, A., & Szitányi, J., Szeged, Hungary: PME , 2016, Vol. 1, p. 151-151Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Szeged, Hungary: PME, 2016
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-124599 (URN)
External cooperation:
Conference
The 40th Conference of the International Group for the Psychology of Mathematics Education
Funder
Riksbankens Jubileumsfond, P13-0226:1
Available from: 2016-08-17 Created: 2016-08-17 Last updated: 2018-06-07Bibliographically approved
Edmonds-Wathen, C., Bergqvist, E. & Österholm, M. (2016). Framework of linguistic properties to compare mathematics tasks in different languages. In: Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist (Ed.), ICT in mathematics education: the future and the realities: Proceedings of MADIF 10 The tenth research seminar of the Swedish Society for Research in Mathematics Education Karlstad, January 26–27, 2016. Paper presented at MADIF 10: The tenth research seminar of the Swedish Society for Research in Mathematics Education Karlstad, January 26–27, 2016 (pp. 146-146). Göteborgs universitet
Open this publication in new window or tab >>Framework of linguistic properties to compare mathematics tasks in different languages
2016 (English)In: ICT in mathematics education: the future and the realities: Proceedings of MADIF 10 The tenth research seminar of the Swedish Society for Research in Mathematics Education Karlstad, January 26–27, 2016 / [ed] Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist, Göteborgs universitet , 2016, p. 146-146Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This study aims to construct a framework of linguistic properties of mathematical tasks that can be used to compare versions of mathematics test tasks in different natural languages. The framework will be useful when trying to explain statistical differences between different language versions of mathematical tasks, for example, differences in item functioning (DIF) that are due to inherent properties of different languages. Earlier research suggests that different languages might have different inherent properties when it comes to expressing mathematics. We have begun with a list of linguistic properties for which there are indications that they might affect the difficulty of a task. We are conducting a structured literature review looking for evidence of connections between linguistic properties and difficulty. The framework should include information about each property including methods used to measure the property, empirical and/or theoretical connections to aspects of difficulty, and relevance for mathematical tasks.

Place, publisher, year, edition, pages
Göteborgs universitet, 2016
Series
Skrifter från Svensk Förening för MatematikDidaktisk Forskning ; 11
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-159492 (URN)978-91-984024-0-7 (ISBN)
Conference
MADIF 10: The tenth research seminar of the Swedish Society for Research in Mathematics Education Karlstad, January 26–27, 2016
Funder
Riksbankens Jubileumsfond, P130226:1
Available from: 2019-05-29 Created: 2019-05-29 Last updated: 2019-06-12Bibliographically approved
Edmonds-Wathen, C., Trinick, T. & Durand-Guerrier, V. (2016). Impact of differing grammatical structures in mathematics teaching and learning (1ed.). In: Richard Barwell, Philip Clarkson, Anjum Halai, Mercy Kazima, Judit N. Moschkovich, Núria Planas, Mamokgethi Phakeng, Paola Valero, Martha Villavicencio Ubillús (Ed.), Mathematics education and linguistic diversity: the 21st ICMI study (pp. 23-46). Switzerland: Springer
Open this publication in new window or tab >>Impact of differing grammatical structures in mathematics teaching and learning
2016 (English)In: Mathematics education and linguistic diversity: the 21st ICMI study / [ed] Richard Barwell, Philip Clarkson, Anjum Halai, Mercy Kazima, Judit N. Moschkovich, Núria Planas, Mamokgethi Phakeng, Paola Valero, Martha Villavicencio Ubillús, Switzerland: Springer, 2016, 1, p. 23-46Chapter in book (Refereed)
Abstract [en]

This book examines multiple facets of language diversity and mathematics education. It features renowned authors from around the world and explores the learning and teaching of mathematics in contexts that include multilingual classrooms, indigenous education, teacher education, blind and deaf learners, new media and tertiary education. Each chapter draws on research from two or more countries to illustrate important research findings, theoretical developments and practical strategies. (From book cover)

Place, publisher, year, edition, pages
Switzerland: Springer, 2016 Edition: 1
Series
New ICMI Study Series, ISSN 1387-6872
Keywords
language, mathematics, linguistic diversity
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-119195 (URN)9783319145105 (ISBN)9783319372754 (ISBN)9783319145112 (ISBN)
Available from: 2016-04-13 Created: 2016-04-13 Last updated: 2018-11-13Bibliographically approved
Edmonds-Wathen, C. (2016). Route description in Iwaidja: grammar and conceptualisation of motion. PNA, 11(1), 53-74
Open this publication in new window or tab >>Route description in Iwaidja: grammar and conceptualisation of motion
2016 (English)In: PNA, ISSN 1886-1350, E-ISSN 1887-3987, Vol. 11, no 1, p. 53-74Article in journal (Refereed) Published
Abstract [en]

This study focussed on the effect of grammar of Iwaidja, an indigenous Australian language, on mathematical conceptualisation. It investigated route description in Iwaidja. Spatial concepts such as direction, height and movement in relation to another object are briefly described using examples. Differences between English and Iwaidja are used to illustrate the some of the impact of grammar on mathematical conceptualisation. The implications are discussed in terms of how understanding these grammatical features can help teachers, especially when children are not fluent in the language of instruction, as well as providing keys to cross-linguistic investigations of mathematical cognition.

Abstract [es]

Este estudio se centró en el efecto de la gramática de iwaidja, una lengua indígena de Australia, en la conceptualización matemática. Se investigó la descripción de ruta en esta lengua. Conceptos espaciales tales como dirección, altura y el movimiento en relación con otro objeto, se describieron utilizando ejemplos. Diferencias entre el inglés y el iwaidja son usadas para ilustrar el impacto de la gramática en la conceptualización matemática. Las implicaciones consideran cómo la comprensión de estas características gramaticales puede ayudar a los maestros, sobre todo cuando los niños no hablan con fluidez el idioma de la instrucción, así como proporcionar claves para investigaciones translingüística de la cognición matemática.

Keywords
Cognition, Culture, Grammatical structures, Indigenous, Mathematical conceptualisation, Spatial language, Cognición, Conceptualización matemática, Cultura, Estructuras gramaticales, Indígenas, Lenguaje espacial
National Category
Pedagogy Learning
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-126086 (URN)000391199800004 ()
Note

A previous version of this document was originally published as Edmonds-Wathen, C. (2016). The grammar and conceptualisation of motion in Iwaidja. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (pp. 1361-1367). Prague, Czech Republic: Charles University and ERME.

Available from: 2016-09-28 Created: 2016-09-28 Last updated: 2018-06-07Bibliographically approved
Owens, K., Edmonds-Wathen, C. & Bino, V. (2015). Bringing ethnomathematics to elementary schools in Papua New Guinea: A design-based research project. Revista Latinoamericana de Etnomatemática, 8(2), 32-52
Open this publication in new window or tab >>Bringing ethnomathematics to elementary schools in Papua New Guinea: A design-based research project
2015 (English)In: Revista Latinoamericana de Etnomatemática, ISSN 2011-5474, Vol. 8, no 2, p. 32-52Article in journal (Refereed) Published
Abstract [en]

After 40 years of ethnomathematics research in Papua New Guinea and policies encouraging ethnomathematics in schools, it was time to look at professional learning for teachers so they could effectively implement the policies. Within a design-based research methodology, we designed a set of interlinked principles, tried them in several workshops for teachers, and revised the principles to take account of needs based on reflexivity and evaluations. We developed a manual to use in the workshops. We are continuing this research through several different phases, moving from direct delivery of the professional learning to teachers in various provinces and ecologies to delivery to trainers who then teach the teachers in three provinces, and finally by technology delivery. Early evaluation data suggest that the key principles showing the importance of culture, language and mathematical thinking in the teaching of early mathematics are sound. Workshops have been well received as teachers inquire into the mathematics of their own cultures. The need for a stronger understanding of early mathematics learning in general has been identified. The use of video of cultural practice and of young children learning to count and investigate has had a significant impact.

Abstract [pt]

Após 40 anos de pesquisa etnomatemática em Papua Nova Guiné e políticas de fomento etnomatemática nas escolas, era hora de olhar para aprendizagem profissional para os professores, para que pudessem efetivamente implementar as políticas. Dentro de uma metodologia de pesquisa baseada em design, foi elaborado um conjunto de princípios interligados, tentou-los em diversas oficinas para professores, e revisto os princípios a ter em conta as necessidades com base na reflexividade e avaliações. Nós desenvolvemos um manual para uso nas oficinas. Nós estamos continuando esta pesquisa por várias fases diferentes, movendo-se a partir da entrega direta da aprendizagem profissional para professores em diversas províncias e ecologias, em seguida,de entrega para instrutores que ensinam os professores,  e, finalmente, pela entrega de tecnologia. Dados de avaliação iniciais sugerem que os princípios fundamentais que mostram a importância da cultura, linguagem e pensamento matemático no ensino da matemática fundamental são sadios. Oficinas foram bem recebidos como professores investigar a matemática de suas próprias culturas. A necessidade de uma maior compreensão sobre os primeiros aprendizagem da matemática em geral foi identificada. O uso de vídeo de prática cultural e as crianças aprendem a contar e investigar tem tido um impacto significativo.

Keywords
Cultural Mathematics, Inquiry, Professional Learning, Elementary Mathematics Education, Matemática Cultural, Inquérito, Aprendizagem Profissional, Educação Matemática Fundamental
National Category
Social Sciences
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-108416 (URN)
Projects
Improving the teaching of mathematics elementary schools by using local languages and cultural practices (Papua New Guinea) (AusAID)
Available from: 2015-09-10 Created: 2015-09-10 Last updated: 2018-06-07Bibliographically approved
Edmonds-Wathen, C. & Bino, V. (2015). Changes in expression when translating arithmetic word questions. Proceedings of the International Groups for the Psychology of Mathematics Education, 2, 249-256
Open this publication in new window or tab >>Changes in expression when translating arithmetic word questions
2015 (English)In: Proceedings of the International Groups for the Psychology of Mathematics Education, ISSN 0771-100X, Vol. 2, p. 249-256Article in journal (Refereed) Published
Abstract [en]

Teaching and assessing mathematics in Indigenous languages which do not have developed school mathematics registers may require teachers to translate word questions from a source language into their own language. Differences may occur between the source and the translation due to semantic and syntactic requirements of the target languages and for other reasons during the translation process. We present examples of some translations by teachers of word problems from English into languages of Central Province, Papua New Guinea. Even simple statements can contain multiple changes in translation. Some statements may be difficult or impossible to translate while retaining a comparable mathematical difficulty.

Place, publisher, year, edition, pages
Hobart, Australia: PME, 2015
Keywords
language, mathematics education, word problems, translation, Indigenous education
National Category
Social Sciences
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-108415 (URN)
Projects
Improving the teaching of mathematics elementary schools by using local languages and cultural practices (Papua New Guinea) (AusAID)
Note

The project is funded through an Australian Development Research Award led by Kay Owens. The views expressed in the publication are those of the authors and not necessarily those of the Commonwealth of Australia which accepts no responsibility for any loss, damage or injury resulting from reliance on any of the information or views contained in this publication.

Available from: 2015-09-10 Created: 2015-09-10 Last updated: 2018-06-07Bibliographically approved
Edmonds-Wathen, C. (2015). Indigenous language speaking students learning mathematics in English: Expectations of and for teachers. Australian Journal of Indigenous Education, 44(1), 48-58
Open this publication in new window or tab >>Indigenous language speaking students learning mathematics in English: Expectations of and for teachers
2015 (English)In: Australian Journal of Indigenous Education, ISSN 1326-0111, E-ISSN 2049-7784, Vol. 44, no 1, p. 48-58Article in journal (Refereed) Published
Abstract [en]

Effective mathematics teaching for Indigenous language speaking students needs to be based on fair expectations of both students and teachers. Concepts of ‘age-appropriate learning’ and ‘school readiness’ structure assessment expectations that entire cohorts of Indigenous language speaking students are unable to meet. This institutionalises both student and teacher failure, as both are exhorted to meet unachievable expectations. The voices of teachers teaching in a very remote school provide insight into teachers’ responses to the mismatch between the system expectations and the teaching context. Teacher interviews in a small Northern Territory school, conducted within an ethnographic study, showed that teachers’ decisions regarding the level of mathematics curriculum taught were informed by students’ prior learning and by the language dynamic in their classrooms. The need and pressure to teach Standard Australian English also affected how mathematics was taught. This leads to a reformulation of the concept of school readiness to ask how schools can be more ready for their Indigenous language speaking students in terms of preparing and supporting teachers.

Place, publisher, year, edition, pages
Cambridge University Press, 2015
Keywords
mathematics, language, remote education, expectations, teacher preparedness, indigenous education
National Category
Didactics Other Mathematics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-108413 (URN)10.1017/jie.2015.9 (DOI)000363683800006 ()
Available from: 2015-09-10 Created: 2015-09-10 Last updated: 2018-06-07Bibliographically approved
Edmonds-Wathen, C. (2015). The grammar and conceptualisation of motion in Iwaidja. In: Krainer, Konrad & Vondrová, Naďa (Ed.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015): . Paper presented at 9th Congress of the European Society for Research in Mathematics Education CERME–9, Prague,4-8 February, 2015 (pp. 1361-1367). Prague: Charles University in Prague, Faculty of Education and ERME
Open this publication in new window or tab >>The grammar and conceptualisation of motion in Iwaidja
2015 (English)In: Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) / [ed] Krainer, Konrad & Vondrová, Naďa, Prague: Charles University in Prague, Faculty of Education and ERME , 2015, p. 1361-1367Conference paper, Published paper (Refereed)
Abstract [en]

Different languages have different ways of using spatial language, grammatically and conceptually. This paper reports on aspects of the language of motion in Iwaidja, an indigenous Australian language. The way that Iwaidja groups and separates spatial concepts such as direction, height and movement in relation to another object are briefly described using examples from a route description task. The implications are discussed in terms of how understanding these grammatical features can help teachers of Indigenous students, as well as providing keys to cross-linguistic investigations of mathematical cognition.

Place, publisher, year, edition, pages
Prague: Charles University in Prague, Faculty of Education and ERME, 2015
Keywords
spatial language, motion, grammatical structures, Indigenous, cognition
National Category
General Language Studies and Linguistics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-108414 (URN)000466853902007 ()978-80-7290-844-8 (ISBN)
Conference
9th Congress of the European Society for Research in Mathematics Education CERME–9, Prague,4-8 February, 2015
Projects
Spatial frames of reference in Iwaidja (Australian Institute of Aboriginal and Torres Strait Islander Studies)
Available from: 2015-09-10 Created: 2015-09-10 Last updated: 2020-01-14Bibliographically approved
Edmonds-Wathen, C., Sakopa, P., Owens, K. & Bino, V. (2014). Indigenous languages and mathematics in elementary schools. In: Anderson, J; Cavanagh, M; Prescott, A (Ed.), Curriculum in focus: Research guided practice: Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia. Paper presented at Curriculum in focus: Research guided practice: 37th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 207-214). Sydney, Australia: MERGA
Open this publication in new window or tab >>Indigenous languages and mathematics in elementary schools
2014 (English)In: Curriculum in focus: Research guided practice: Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia / [ed] Anderson, J; Cavanagh, M; Prescott, A, Sydney, Australia: MERGA , 2014, p. 207-214Conference paper, Published paper (Refereed)
Abstract [en]

Indigenous languages are used for instruction in elementary schools in Papua New Guinea, but teachers have generally received their own education in English. The challenges of identifying terminology to use in mathematics include many-to-one correspondences between English and the vernacular languages, and different grammatical structures. Guidelines to assist teachers need contextualised examples. Teachers also need sufficient mathematical understanding themselves.

Place, publisher, year, edition, pages
Sydney, Australia: MERGA, 2014
Keywords
mathematics, language, Cultural Mathematics, Professional Learning, Elementary Mathematics Education
National Category
Social Sciences
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-108411 (URN)
Conference
Curriculum in focus: Research guided practice: 37th Annual Conference of the Mathematics Education Research Group of Australasia
Projects
Improving the teaching of mathematics elementary schools by using local languages and cultural practices (Papua New Guinea) (AusAID)
Available from: 2015-09-10 Created: 2015-09-10 Last updated: 2018-06-07
Edmonds-Wathen, C. (2014). Influences of indigenous language on spatial frames of reference in Aboriginal English. Mathematics Education Research Journal, 26(2), 169-192
Open this publication in new window or tab >>Influences of indigenous language on spatial frames of reference in Aboriginal English
2014 (English)In: Mathematics Education Research Journal, ISSN 1033-2170, E-ISSN 2211-050X, Vol. 26, no 2, p. 169-192Article in journal (Refereed) Published
Abstract [en]

Abstract The Aboriginal English spoken by Indigenous children in remote communities in the Northern Territory of Australia is influenced by the home languages spoken by themselves and their families. This affects uses of spatial terms used in mathematics such as ‘in front’ and ‘behind.’ Speakers of the endangered Indigenous Australian language Iwaidja use the intrinsic frame of reference in contexts where speakers of Standard Australian English use the relative frame of reference. Children speaking Aboriginal English show patterns of use that parallel the Iwaidja contexts. This paper presents detailed examples of spatial descriptions in Iwaidja and Aboriginal English that demonstrate the parallel patterns of use. The data comes from a study that investigated how an understanding of spatial frame of reference in Iwaidja could assist teaching mathematics to Indigenous language-speaking students. Implications for teaching mathematics are explored for teachers without previous experience in a remote Indigenous community.

Place, publisher, year, edition, pages
Springer Netherlands, 2014
Keywords
Indigenous Australian language, Remote, Language and cognition, Spatial frames of reference, Aboriginal English
National Category
Social Sciences Mathematics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-108409 (URN)10.1007/s13394-013-0085-4 (DOI)
Projects
Spatial frames of reference in Iwaidja (Australian Institute of Aboriginal and Torres Strait Islander Studies)
Available from: 2015-09-10 Created: 2015-09-10 Last updated: 2018-06-07Bibliographically approved
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