Interaction, communication and language(s) in mathematics education: The work of TWG09

In this paper, we report on the work of TWG09 at CERME 14 while exploring a central tension in our field: whether it is possible to attend simultaneously to the social and cultural dimensions of language and communication and to the mathematical content in focus. TWG09 brings a diverse set of perspectives, methodologies and foci to consider the interplay between mathematics, language and culture. Mathematics is taught and learnt through interaction, using communication and language, and as such is a cultural, social and linguistic activity. The meaning mathematics has for us is shaped by and through communication, and this communication is fundamental to deepening mathematical understandings. Furthermore, ignoring the social and cultural dimensions creates and perpetuates inequities. The presentations within TWG09 illustrate, reveal and challenge this central tension with important implications for the teaching and learning of mathematics at all levels.</p></div>