https://video.irem.univ-paris-diderot.fr/videos/watch/7770f0fa-6098-4f4b-bf2a-e927edd64e55 Classroom research into mathematics and language has studied issues of context specificity such as cultures of explanation or the impact of language policies on practice. More recently, researchers in the domain have started to study issues of content specificity aimed at performing language-responsive mathematics teaching for the learning of precise mathematical content (see the chapters in Planas, Morgan & Schütte, forthcoming, for concrete elaborations of how and why issues of context and content specificity matter). Progress in the conceptualization of language as resource for mathematics teaching and learning (Planas, 2018) makes it necessary to strengthen the discussion of the contexts of culture and interaction along with the linguistic demands given by the specificity of the mathematical content at play. In this talk, I will present a sociocultural framing for a mathematical-linguistic view of grammar as resource with the focus on explicitness in communication. I will report developmental work with two secondary school teachers, Jana and Maia, on their teaching of algebraic concepts, and will then address the question of how to learn to communicate explicit meanings for these concepts in classroom mathematical talk. While there is agreement on the didactic importance of teacher talk in our research field, much remains to be studied with regard to the instructional practices that create opportunities for learning how to improve this talk in sites of teacher education and professional development. The structuring principle adopted for the developmental work with Jana and Maia was to critically distinguish and choose or produce instances of teacher talk that overtly communicated conceptual meaning within the algebra of equations. This was supported by practices of noticing mathematically relevant content amongst sentences said in lessons conducted by the participant teachers, and of zooming into issues of lexical elaboration for the overt communication of the content in focus. I will conclude the talk with some preliminary evidence of the effectiveness of the work with the teachers. Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229. Planas, N., Morgan, C., & Schütte, M. (Eds.) (forthcoming). Classroom research on mathematics and language: Seeing learners and teachers differently. London: Routledge. Thu, 01 Oct 2026 11:47:08 GMT https://validator.w3.org/feed/docs/rss2.html PeerTube - https://video.irem.univ-paris-diderot.fr https://video.irem.univ-paris-diderot.fr/client/assets/images/icons/icon-96x96.png https://video.irem.univ-paris-diderot.fr/videos/watch/7770f0fa-6098-4f4b-bf2a-e927edd64e55 All rights reserved, unless otherwise specified in the terms specified at https://video.irem.univ-paris-diderot.fr/about and potential licenses granted by each content's rightholder.