Details
Teaching and Learning Mathematics in Multilingual Classrooms
|
37,45 € |
|
| Verlag: | SensePublishers |
| Format: | |
| Veröffentl.: | 17.12.2015 |
| ISBN/EAN: | 9789463002295 |
| Sprache: | englisch |
| Anzahl Seiten: | 274 |
Dieses eBook enthält ein Wasserzeichen.
Beschreibungen
<p>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 technology) multilingualism in classrooms is a norm rather than an
exception. Shifts in perspective also view language not simply as an instrument
for cognition with all learners equipped with this instrument in service of
learning, although clearly in the classroom that remains of importance. Rather,
it is now also being acknowledged that language use is inherently political, so
that the language that gets official recognition in the classroom is invariably
the language of the powerful elite, or the dominant societal language, or in
the case of post-colonial contexts the language of the colonisers. From this
socio-political role of language in learning quite different issues arise for
teaching, learning and curriculum for linguistically marginalized learners than
that of cognition (e.g. immigrants, second language learners, other).</p>
<p>Policies on language in education are being
considered and re-considered with specific reference to mathematics teaching
and learning. Given the policy environment, globally the proposed publication
is timely.</p>
<p>This edited collection draws on recent, emerging
insights and understandings about the approaches to improving policy and
practice in mathematics education and mathematics teacher education in
multilingual settings. It presents, and discusses critically, examples ofwork
from a range of contexts and uses these examples to draw out key issues for
research in education in language diverse settings including teaching,
learning, curriculum and fit these with appropriate policy and equity
approaches.</p>
<p>With contributions from all over the world,
especially novice researchers in low income countries, this book is a valuable
resource for courses in Mathematics Education and related social sciences both
at the graduate and undergraduate levels, as well as for students of
international development.</p>
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 technology) multilingualism in classrooms is a norm rather than an
exception. Shifts in perspective also view language not simply as an instrument
for cognition with all learners equipped with this instrument in service of
learning, although clearly in the classroom that remains of importance. Rather,
it is now also being acknowledged that language use is inherently political, so
that the language that gets official recognition in the classroom is invariably
the language of the powerful elite, or the dominant societal language, or in
the case of post-colonial contexts the language of the colonisers. From this
socio-political role of language in learning quite different issues arise for
teaching, learning and curriculum for linguistically marginalized learners than
that of cognition (e.g. immigrants, second language learners, other).</p>
<p>Policies on language in education are being
considered and re-considered with specific reference to mathematics teaching
and learning. Given the policy environment, globally the proposed publication
is timely.</p>
<p>This edited collection draws on recent, emerging
insights and understandings about the approaches to improving policy and
practice in mathematics education and mathematics teacher education in
multilingual settings. It presents, and discusses critically, examples ofwork
from a range of contexts and uses these examples to draw out key issues for
research in education in language diverse settings including teaching,
learning, curriculum and fit these with appropriate policy and equity
approaches.</p>
<p>With contributions from all over the world,
especially novice researchers in low income countries, this book is a valuable
resource for courses in Mathematics Education and related social sciences both
at the graduate and undergraduate levels, as well as for students of
international development.</p>
<p>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 fromthe
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.</p>
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 fromthe
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.</p>
This book draws together case studies and explorations from a diverse range of linguistic and cultural contexts in which mathematics is taught and learnt It is clearly a valuable resource for courses in
Mathematics Education and related social sciences both at the graduate and
undergraduate levels, as well as for students of international development This book brings together contributions from all
over the world, especially novice researchers in low income countries and hence
gives perspectives often not heard in the research literature
Mathematics Education and related social sciences both at the graduate and
undergraduate levels, as well as for students of international development This book brings together contributions from all
over the world, especially novice researchers in low income countries and hence
gives perspectives often not heard in the research literature
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