Open access articles
- Erath, K. (2021). Identifying language demands for understanding the meaning of similarity. In J. Ingram, M. Schütte & M. Ní Ríordáin (Eds.), Proceedings of Topic Study Group 39, 14th International Congress on Mathematical Education (pp. 45–52).https://hal.archives-ouvertes.fr/hal-03632484/document
- Erath, K. (2021). Enhancing students’ language in collective processes of knowledge construction in group work: The case of enlarging figures. ZDM Mathematics Education, 53(2), 317–335. https://doi.org/10.1007/s11858-021-01253-2
- Prediger, S., Erath, K. & Moser Opitz, E. (2019). The language dimension of mathematical difficulties. In A. Fritz, V. Haase & P. Räsänen (Hrsg.), International Handbook of Mathematical Learning Difficulties (S. 437–455). Springer. https://doi.org/10.1007/978-3-319-97148-3_27 (Open access preliminary version: https://www.mathematik.tu-dortmund.de/~prediger/veroeff/18-PredErathMoser-MathDifficultiesLanguage_Web_Manuscript.pdf)
- Erath, K., Prediger, S., Quasthoff U. & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179. https://doi.org/10.1007/s10649-018-9830-7
- Wessel, L. & Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching learning arrangements. ZDM Mathematics Education, 50(6), 1053–1064. https://doi.org/10.1007/s11858-018-0980-y
- Erath, K. (2017). Implicit and explicit processes of establishing explaining practices: Ambivalent learning opportunities in classroom discourse. In T. Dooley & G. Gueudet (Hrsg.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (S. 1260–1267). DCU Institute of Education and ERME. https://hal.archives-ouvertes.fr/hal-01937162/document
Other readings
- Erath, K. (2018). Creating space and supporting vulnerable learners: Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas & D. Wagner (Hrsg.), Mathematical discourse that breaks barriers and creates space for marginalized learners (S. 39–60). Sense Publishers. https://doi.org/10.1163/9789463512121
