ABSTRACT Recently the prevailing language-as-resource metaphor has been problematised and theorised. Using the philosophical theory of inferentialism, we trace an epistemological dimension of multilingualism in mathematics education and add it to the current language-as-resource discussions. With data from two different settings—a mathematics classroom in Sweden and a workshop in an indigenous settlement in Colombia—we show that in encounters between language practices and plural mathematics, the semantic and the epistemological are two sides of the same coin. Inferentialism captures such encounters without dichotomising either languages or mathematics. We contend that epistemological issues move beyond the scope of language-as-resource approaches, but they are not paths to improving school achievement. Neither are they matters of distinguishing between formal and informal language use. Rather, an epistemological dimension is about shaping meta-understandings of language diversity that are liberated from mathematics as fixed and pre-stablished knowledge.

中文翻译：

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数学教育中使用多种语言的认识论方面：一种推理方法

摘要 最近，流行的语言作为资源的比喻已经被问题化和理论化了。使用推理主义的哲学理论，我们追溯了数学教育中多语言的认识论维度，并将其添加到当前语言作为资源的讨论中。通过来自两个不同环境的数据——瑞典的一个数学课堂和哥伦比亚一个土著定居点的研讨会——我们表明，在语言实践和多元数学之间的相遇中，语义和认识论是同一枚硬币的两个方面。推理主义捕捉到了这样的相遇，而没有对语言或数学进行二分法。我们认为认识论问题超出了语言作为资源方法的范围，但它们不是提高学业成绩的途径。它们也不是区分正式和非正式语言使用的问题。相反，认识论维度是关于塑造语言多样性的元理解，这些元理解从数学中解放出来，作为固定的和预先建立的知识。