ETC 7: Language In The Mathematics Classroom, Montpellier University. Language and mathematics education (LME)

  • Rationale of the conference

  • Pre conference day & conference

    • Organisation

    • Programme

Rationale of the conference

In the context of the ERME Handbook project, the survey work regarding two decades of ERME research in the domain of mathematics and language has shown the dominance of classroom-based research. Since the beginning of ERME, in the working group entitled ‘Social interaction in mathematical learning situations’ and in the present working group, ‘Mathematics and language’ (TWG09), the study of language has seen a shift from distinguishing between the language of the teacher, the language of the students and the language of mathematics, towards a more integrated understanding, with research focusing on the language in interaction and the role of language in meaning making. This is exemplified in the shifts in the number of papers and presentations at ETC4 and at CERME11 (Utrecht, 2019), where a growing number of classroom-based papers were presented and discussed in the sessions.

In order to understand the contemporary domain and move forward, we need to carefully review the complexity involved when conceptualising language in this integrated way. Intensive discussion framed by review work and new work in the domain has the potential to situate newer work and directions in light of the progress and necessities of the domain.

The conference then intends to develop a strong discussion environment. The participation of senior researchers together with post-doc and doctoral students is also pursued as a key priority.

First Announcement and Call for Papers

Organisation and programme


YERME preconference day

In order to promote and support young researchers (where young means novice to the field of mathematics education and language), the conference is preceded by a preconference day in which young researchers can discuss their projects with members of the IPC, as well as get a structured overview on the current state of the field.

The afternoon of the 18this for Young Researchers only.


The major theme of the ETC, ‘Language in the Mathematics Classroom’, is organised into the following overlapping subthemes (ST):

  • ST1: Language in multilingual contexts
  • ST2: Language for meaning making
  • ST3: Language in interaction

These subthemes cover the key foci of most papers presented at CERME11. ST1 includes papers where the multilingual nature of context is the focus of the discussion. Where the focus is more towards the conceptual understanding of particular mathematical ideas such as multiplication, angle or proof, these papers are grouped in ST2. ST3 consists of papers focussing on classroom interactions and discursive practices such as argumentation or explaining.

Between 20 and 40 submissions for active contributions in the working sessions were expected. The sessions are split into 2-3 subgroups per session. Communication between the participants and the different subthemes are promoted through flexible groupings in different sessions. There are also sessions that focus on themes that cross the subthemes, such as implications for teacher education or design research design. The majority of the scientific programme consists of discussion in small working groups (5 sessions of 2 hours each). Two plenaries are also planed to establish the theme and a commentary panel to formulate questions and interesting topics drawn from the working sessions with a view to moving the field forward.

Working sessions are organised in three working groups corresponding to the different sub themes (ST1: Language in multilingual contexts, ST2: Language for meaning making and ST3: Language in interaction).

Participants are expected to attend the five sessions of the subtheme you choose. Papers and posters will be discussed in each of the groups and participants are expected to have read the papers before attending the sessions.

All the scientific activities will take place in the Faculty of Education of the University of Montpellier.


Tuesday 18thFebruary – YERME
12:30 – 13:00 YERME Registration
13:00 – 14:00 Introduction to research on language in mathematics education
14:00 – 16:00 Working Session 1 for Young Researchers
16:00 – 16:30 Coffee
16:30 – 18:30 Working Session 2 for Young Researchers – opportunities to discuss your work
19:30 – YERME dinner
Wednesday 19th February – ETC 7
09:00 – 10:00 Registration for all participants
10:00 – 10:30 Opening of the conference
10:30 – 12:00 Plenary – David Pimm – Speaking, writing and mathematics registers:
Denying “the dream of a common language” for mathematics
12:00 – 14:00 Lunch
14:00 – 16:00 Working Session 1
16:00 – 16:30 Coffee – Poster session
16:30 – 18:30 Working session 2
Thursday 20th  February – ETC 7
08:30 – 10:00 Plenary – Candia Morgan – Conceptualising and researching mathematics classrooms as sites of communication
10:00 – 10:30 Coffee
10:30 – 12:30 Working session 3
12:30 – 14:30 Lunch
14:30 – 19:00 City Tour
19:00 – Conference Dinner
Friday 21stFebruary – ETC 7
08:30 – 10:00 Working Session 4
10:00 – 10:30 Coffee
10:30 – 12:30 Working Session 5
12:30 – 14:30 Lunch
14:30 – 16:00 Collaboration Session
16:00 – 16:30 Coffee
16:30 – 18:30 Small group work sessions
18:30 – 19:00 Closing of the conference


Download ETC 7 Timetable

Registration and practical information

General practical informations




Submissions of paper and poster proposals:October 22, 2019

Submission of reviews: November 20, 2019

Notifications of review decisions: December 20, 2019

Registration for the conference: January 31, 2020 (extended)

Conference: February 18-21, 2020

Papers and posters on the conference website: March 10, 2020

Submission of revised papers and posters: April 30, 2020

Final decision of acceptance: May 30, 2020

Conference proceedings in HAL archive: July 1, 2020

Plenary talks

1 – Wednesday, February 19th – 10h30-12h.
Speaking, writing and mathematics registers: Denying “the dream of a common language” for mathematics.
David Pimm, Professor Emeritus, Faculty of Education, University of Alberta, Canada.

2 – Thursday, February 20th – 8h30-10h.
Conceptualising and researching mathematics classrooms as sites of communication.
Candia Morgan, Professor of Mathematics Education, Department of Curriculum Pedagogy and Assessment, UCL Institute of Education – University College London.

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International Programme Committee

Jenni Ingram (UK), Chair; Aurélie Chesnais (France); Viviane Durand-Guerrier (France); Kirstin Erath (Germany); Marie Therese Farrugia (Malta); Máire Ní Ríordáin (Ireland); Núria Planas (Spain); Susanne Prediger (Germany); Frode Rønning (Norway); Marcus Schütte (Germany); Konstantinos Tatsis (Greece); Kerstin Tiedemann (Germany).

Local Organizing Committee

Aurélie Chesnais (France), Chair; Viviane Durand-Guerrier (France); Jenni Ingram (UK); Céline Constantin (France).