Mathematics Education Research Journal· 2026Q1
Translanguaging in mathematics education: different dimensions and perspectives
- 0citations
- Q1SCImago
- 2026year
Short summary
A new Translanguaging Structures Framework (TSF) maps how local/global structures and student/teacher perspectives shape participation in math, based on a review of 75 studies.
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Key points
- The Translanguaging Structures Framework (TSF) categorizes translanguaging in math education into four quadrants: LS, LT, GT, GS.
- Translanguaging is fundamental to mathematical sense-making, not just a support.
- Task, space, and uptake designs significantly influence who can do math and how.
- Teacher and student agency and resistance shape mathematical norms.
- Monolingual assessment practices limit the recognition of mathematical competence.
AI-generated from the title and abstract; the full text is not read.
Abstract
Abstract This paper synthesizes and reframes scholarly work on translanguaging in mathematics education through the Translanguaging Structures Framework (TSF). This theoretical architecture reveals how structures (both local and global) and perspectives (both student and teacher) co-determine opportunities for participation, reasoning, and authorship in mathematics. Using a systematic review of 75 studies, the TSF is operationalized as a four-quadrant system: Local–Student (LS), Local–Teacher (LT), Global–Teacher (GT), and Global–Student (GS). From this, a three‑level analysis was conducted: (1) quadrant placement via transparent rating scales; (2) deductive coding anchored in TSF themes; and (3) quadrant‑wise and cross‑quadrant synthesis. Across quadrants, four field‑level conclusions recur: (a) translanguaging is constitutive of mathematical sense‑making, not merely a scaffold; (b) design mediates possibility (e.g., task, space, and uptake designs shape who can do mathematics and how); (c) agency and resistance interlock, as teachers and students negotiate and re‑author norms; and (d) monolingual assessment pressures persist, often delimiting what “counts” as mathematical competence.
The authors' abstract, as published at the source. Mathematics Education Research Journal, 2026 · DOI ↗
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Field: Linguistics and Language
Linguistics and LanguageSocial Sciences