Teaching mathematics in multilingual classrooms
Author(s)
Bibliographic Information
Teaching mathematics in multilingual classrooms
（Mathematics education library, v. 26）
Kluwer Academic Publishers, c2001
- : hard
- : pbk
Available at 18 libraries
Note
Includes bibliographical references and indexes
Description and Table of Contents
Description
The author captures three inter-related dilemmas that lie at the heart of teaching mathematics in multilingual classrooms: code-switching, mediation, and transparency. She provides a sharp analysis and strong theoretical grounding, pulling together research related to the relationship between language and mathematics, communicating mathematics, and mathematics in bi-/multilingual settings and offers a direct challenge to dominant research on communication in mathematics classrooms.
Table of Contents
- Foreword
- D. Pimm. Acknowledgements. A Note on Terminology. 1. The Elusive Dynamics of Teaching Mathematics in Multilingual Classrooms. 2. Complexity and Diversity: The Language and Mathematics Education Terrain in South Africa. 3. Accessing Teachers' Tacit and Articulated Knowledge. 4. Dilemmas in Teaching: A Prelude and Frame. 5. Teachers Talking about Teaching: The Emergence of Dilemmas. 6. Language(s) as Resource and the Dilemma of Code-Switching. 7. Dilemmas of Mediation in a 8. The Dilemma of Transparency: Language Visibility in the Multilingual Classroom. 9. Central Dilemmas as Curriculum and Research Agenda. Endnotes. References. Subject Index. Index of Names. Appendices.
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