Challenging perspectives on mathematics classroom communication / edited by Anna Chronaki and Iben Maj Christiansen.

Includes bibliographical references.

PART I. INTRODUCTION -- Challenging perspectives on mathematics classroom communication: from representations to contexts, interactions, and politics / Anna Chronaki, Iben Maj Christiansen -- PART II. CONTRIBUTED CHAPTERS -- Theme I: Communication: register, representations, context(s) -- Humans-with-media: transforming communication in the classroom / Marcelo C. Borba -- Integrating different representational media in geometry classrooms / Triandafillos A. Triandafillidis, Despina Potari -- Mathematics as text / Tamsin Meaney -- Theme 2: Communication: social interactions, social setting, classroom activity -- Communication in the mathematics classroom: argumentation and development of mathematical knowledge / Nadia Douek -- Understanding mathematical induction in a cooperative setting: merits and limitations of classroom communication amongst peers / Inger Wistedt, Gudrun Brattström -- Conflicts and harmonies among different aspects of mathematical activity / Dave Hewitt -- Theme 3: Communication: practice, community, identity, politics -- Sharing shoes and counting years: mathematics, colonialization, and communication / Wenda K. Bauchspies -- School mathematics: discourse and the politics of context / Dalene M. Swanson -- Critical communication in and through mathematics classrooms / Tony Cotton -- PART III. RELFECTIVE COMMENTARIES -- Commentary 1: Challenging discourse / Anna Sfard -- Commentary 2: Challenging perspectives / Helle Alrø, Ole Skovsmose -- Commentary 3: Challenging research reading / Stephen Lerman.

The editors and contributors of these ten articles focus on the idea that communication includes both what is happening and being said among participants in a classroom and also the politics, values and ideologies that serve as the foundation of the practice. They describe how communication thereby involves register, representation and contexts through media-human interfaces in the classroom and in interpreting mathematics as a text, how communication in mathematics teaching becomes social interaction in cooperative settings and classroom activities, and how communication translates into practice, community, identity and policy.

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