Developing and refining a framework for mathematical and linguistic complexity in tasks related to rates of change

Abstract We present and develop a preliminary framework for describing the relationship between the mathematical and linguistic complexity of instructional tasks used in secondary mathematics. The initial framework was developed through a review of relevant literature. It was refined by examining how 4 ninth grade mathematics teachers of linguistically diverse groups of students described the linguistic and mathematical complexity of a set of tasks from their curriculum unit on linear functions. We close by presenting our refined framework for describing the interaction of linguistic complexity and mathematical complexity in curriculum materials, and discuss potential uses of this framework in the design of more accessible classroom learning environments for linguistically diverse students.