Aims
Language and communication are recognized to be core components in the teaching and learning of mathematics, but there are many outstanding questions about the nature of interrelationships among language, mathematics, and teaching and learning. As well as empirical studies, recent research has demonstrated the wide range of theoretical and methodological resources that can contribute to this area of study, including those drawing from cross-disciplinary perspectives influenced by, among others, sociology, psychology, linguistics, and semiotics.
This topic study group will allow participants to present and discuss the latest research in language and communication in mathematics education internationally. We consider language in its broadest sense to include all modes of communication and welcome contributions addressing visual and gestural as well as spoken and written modes.
Sub-themes within the topic include:

1. Relationships among language, mathematical thinking and the learning of mathematics

• How does use of particular forms of language and other signs contribute to the development of mathematical thinking?
  
• What inferences about mathematical thinking can be drawn from analysis of communicative activity?
  
• How do various languages represent mathematical concepts differently and how do the differences influence mathematical understanding?
  
• How does the relationship between language use and mathematical thinking change across human developmental stages?
  

• How do different forms of interaction affect mathematics learning?
  
• How can effective forms of interaction be developed in mathematics classrooms?
  
• What theoretical and methodological approaches are helpful for studying classroom interaction?
  
• How do differences between home and school language influence interaction in mathematical classroom?
  

• What insights are offered by the use of theoretical tools from linguistics, semiotics, discourse theory, sociology, etc.?
  
• How can the particular nature of mathematics be accounted for in analyses of language?
  
• How does mathematics education practice shape the appropriate use of theoretical tools for analyzing language and communication?
  
• How are language practices and communicative activities in mathematics education similar to or different from those in other subject areas?
  

• How is mathematical learning affected by multilingualism?
  
• What are the challenges faced and benefits experienced by teachers and learners of mathematics in bilingual and multilingual settings?
  
• What communicative strategies can support bilingual and multilingual learners of mathematics?
  
• How do differences between home and school language influence the learning of mathematics?
  
• How does the linguistic shaping of teaching mathematics affect the learning of mathematics in classrooms with linguistic und cultural plurality?

Guidelines for submission
Topic Study Group 28 (TSG 28) will meet for four sessions of 1.5 hours each. The organisation of this time will depend upon the proposals submitted. The organizing team invites submissions of proposals for oral presentations or posters relevant to the aims and focus described above. We anticipate that most contributions will address one or more of the sub-themes identified above. If you are in any doubt about whether your proposal may be suitable for this group, please contact a member of the organizing team.
The official language of the congress is English and proposals should be presented primarily in English. However, we recognize problems related to the presentation of analyses of linguistic data originally produced in other languages. We encourage participants to consider creative ways of communicating their data and analyses while maintaining authenticity and validity.
Proposals of 1000 - 1500 words should be submitted electronically by 1 November 2011 both through the online submission system at the ICME-12 official website and by email to the co-chairs of the TSG.
The submission system will open on the middle of September, 2011. Please indicate whether you wish to propose a poster or an oral presentation. If your proposal is accepted, you will be invited to prepare a paper of no more than 10 pages in the ICME-12 template to be submitted through the TSG 28 online submission system by 10 April 2012. The template can be found at the ICME-12 website.