Teaching and Learning Mathematics in Multilingual Classrooms / edited by Anjum Halai, Philip Clarkson.
Contemporary concerns in mathematics education recognize that in the increasingly technological and globalized world, with concomitant change in population demographics (e.g. immigration, urbanization) and a change in the status of languages (e.g. English as a dominant language of science and techno...
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| Place / Publishing House: | Rotterdam : : SensePublishers :, Imprint: SensePublishers,, 2016. |
| Year of Publication: | 2016 |
| Edition: | 1st ed. 2016. |
| Language: | English |
| Physical Description: | 1 online resource (vii, 266 pages) :; illustrations. |
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Table of Contents:
- Notes on Contributions
- Section I: Review and Critique of Mathematics Education in Multilingual Contexts
- Teaching and Learning Mathematics in Multilingual Classrooms: An Overview
- Mathematics Education and Language Diversity: Past, Present and Future
- Mathematics Education, Language and Superdiversity
- Section II: Policy and Mathematics Education in Multilingual Contexts
- The Intertwining of Politics and Mathematics Teaching in Papua New Guinea
- Language of Instruction and Learners’ Participation in Mathematics: Dynamics of Distributive Justice in the Classroom
- Transition of the Medium of Instruction from English to Kiswahili in Tanzanian Primary Schools: Challenges from the Mathematics Classroom
- Section III: Learning Mathematics in Multilingual Classrooms
- “x-Arbitrary Means Any Number, but You Do Not Know Which One”: The Epistemic Role of Languages While Constructing Meaning for the Variable as Generalizers
- Multilingual Students’ Agency in Mathematics Classrooms
- Students’ Use of Their Languages and Registers: An Example of the Socio-Cultural Role of Language in Multilingual Classrooms
- Productivity and Flexibility of (First) Language Use: Qualitative and Quantitative Results of an Interview Series on Chances and Needs of Speaking Turkish for Learning Mathematics in Germany
- Supporting the Participation of Immigrant Learners in South Africa: Switching to Two Additional Languages
- Sect ion IV: Mathematics Teaching and Teacher Education in Multilingual Classrooms
- Operationalising Wenger’s Communities of Practice Theory for Use in Multilingual Mathematics Teacher Education Contexts
- Developing Mathematical Reasoning in English Second-Language Classrooms Based on Dialogic Practices: A Case Study
- Mathematics Teacher’s Language Practices in a Grade 4 Multilingual Class
- Complementary Functions of Learning Mathematics in Complementary Schools
- The Evolution of Mathematics Teaching in Mali and Congo-Brazzaville and the Issue of the Use of French or Local Languages.