Access this book
Tax calculation will be finalised at checkout
Other ways to access
Table of contents (9 chapters)
-
Front Matter
-
Back Matter
Keywords
About this book
Increasingly, teachers all over the world are grappling on a daily basis with the fact of multilingual classrooms. In this book, Jill Adler captures three inter-related dilemmas that lie at the heart of teaching mathematics in multilingual classrooms. Adler's identification and naming of the dilemma of code-switching, the dilemma of mediation, and the dilemma of transparency, arise from exploring the realities of actual classrooms, and are shaped by a perspective of teaching as a social practice.
Adler provides a sharp analysis and strong theoretical grounding for her work, pulling together research related to the relationship between language and mathematics, communicating mathematics, and mathematics in bi-/multilingual settings. In so doing, she offers a direct challenge to dominant research on communication in mathematics classrooms that has `othered' the multilingual setting in its normalisation of the monolingual classroom. The `norm' is a multicultural one. Set in contemporary South Africa - a context of linguistic diversity and rapid change - this book offers a spotlight whose beam is wide enough to illuminate dilemmas at work in all mathematics classrooms.
Authors and Affiliations
Bibliographic Information
Book Title: Teaching Mathematics in Multilingual Classrooms
Authors: Jill Adler
Series Title: Mathematics Education Library
DOI: https://doi.org/10.1007/0-306-47229-5
Publisher: Springer Dordrecht
-
eBook Packages: Springer Book Archive
Copyright Information: Springer Science+Business Media B.V. 2002
Hardcover ISBN: 978-0-7923-7079-6Published: 30 June 2001
Softcover ISBN: 978-0-7923-7080-2Published: 30 June 2001
eBook ISBN: 978-0-306-47229-9Published: 21 December 2005
Series ISSN: 0924-4921
Series E-ISSN: 2214-983X
Edition Number: 1
Number of Pages: XVI, 172
Topics: Mathematics Education, Learning & Instruction, Language Education, Teaching and Teacher Education