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This paper presents a research framework for investigating the role of language use in mathematics learning. The paper draws on the wider M[superscript 2]EID study, which explores whether differences in languages (English and Irish) and their use by bilingual mathematical students have a differential impact on their mathematics meta-level developments. A primary consideration of the M[superscript 2]EID study was to design a rigorous research framework to support such complex, real-world educational research. In particular, the study explored how to integrate the varied theoretical constructs underpinning this type of research and how to design the most appropriate data capture and analysis procedures. It is focused on adapting a discursive approach to examining bilingual students' mathematical thinking. The resultant LCM[superscript 2] research framework outlines four phases for designing research within the combined fields of linguistics and mathematics. Exemplars from the M[superscript 2]EID study are provided.

This study examines the use of languages (English and Irish) by bilingual undergraduate mathematics learners. Although many studies exist examining the role of language in learning mathematics, fewer studies have examined the specific use of languages by bilingual learners when engaged in mathematical thinking. This study adopts a commognitive lens to examine whether language use by two bilingual undergraduate mathematics learners impacts upon meta-level mathematical processes of the learners, in particular in relation to functions. The findings suggest that the learners' rarely engaged in code switching between languages when performing mathematical tasks and also that completing the mathematical tasks individually or in pairs impacted on the choice of language employed in the discourse. There was greater evidence of the learners employing meta-level discourse through the medium of Irish than English. Overall, the learners' language preferences for communicating mathematics learning are situated and can impact on the discursive processes of bilingual learners.

This paper presents a research framework for investigating the role of language use in mathematics learning. The paper draws on the wider M2EID study, which explores whether differences in languages (English and Irish) and their use by bilingual mathematical students have a differential impact on their mathematics meta-level developments. A primary consideration of the M2EID study was to design a rigorous research framework to support such complex, real-world educational research. In particular, the study explored how to integrate the varied theoretical constructs underpinning this type of research and how to design the most appropriate data capture and analysis procedures. It is focused on adapting a discursive approach to examining bilingual students' mathematical thinking. The resultant LCM2 research framework outlines four phases for designing research within the combined fields of linguistics and mathematics. Exemplars from the M2EID study are provided. [ABSTRACT FROM AUTHOR]