Kirstin Erath is Professor of Mathematics Education at Martin Luther University Halle-Wittenberg in Germany. Her research interests are language-responsive teaching and learning, conceptual learning of geometry, and equity and participation in mathematics classrooms.
At the moment, she is Co-Investigator in two projects together with Jenni Ingram and Núria Planas: The Nuffield funded project “Developing Language-Responsive Mathematics Classrooms” and the John Fell Fund project “Establishing a Collaborative Relationship for Research on School Mathematics Teaching with Linguistically Disadvantaged Learners”.
- Prediger, S., Erath, K., Weinert, H. & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive instruction. Journal for Research in Mathematics Education, 53(4), 255–276. https://doi.org/10.5951/jresematheduc-2020-0193
- Prediger, S., Quabeck, K. & Erath, K. (2022). Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions. Journal on Mathematics Education, 13(1), 1–30. https://doi.org/10.22342/jme.v13i1.pp1-30
- Erath, K. (2021). Identifying language demands for understanding the meaning of similarity. In J. Ingram, M. Schütte & M. Ní Ríordáin (Hrsg.), 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
- Erath, K., Ingram, J., Moschkovich, J. & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM Mathematics Education, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2
- Erath, K. (2018). Explaining as mathematical discursive practices of navigating through different epistemic fields. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues & M. Schütte (Hrsg.), Language and communication in mathematics education: International perspectives (S. 119–135). Springer. https://doi.org/10.1007/978-3-319-75055-2
- 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
- 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