Teaching Mathematics in Multilingual Classrooms

Teaching Mathematics in Multilingual Classrooms

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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.
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Product details

  • Paperback | 172 pages
  • 157.5 x 238.8 x 12.7mm | 317.52g
  • Dordrecht, Netherlands
  • English
  • 2001 ed.
  • XVI, 172 p.
  • 0792370805
  • 9780792370802

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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