ABSTRACT
This chapter focuses on key theoretical concepts in the sociopolitical practice perspective to view language use in the micro- and macro-level contexts of mathematics education are drawn from the work of the critical linguist Norman Fairclough. From Fairclough's perspective the macro-level context of mathematics education can be viewed as a network of social practices. Fairclough provides three concepts called discourse, genre and style for describing language use in a practice, with language use referring to written and spoken language as well as visuals and gestures. From Fairclough's perspective, what a learner says and does in a mathematics education research interview is not neutral. Fairclough's Critical Discourse Analysis (CDA) is a method for seeing how language works in and between these macro- and micro-level contexts. The chapter explains about the linguistic analysis to focus on the interview transcripts and what a learner says, writes, draws or demonstrates using a gesture such as pointing or looking.
