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Teaching Mathematics in Multilingual Classrooms : Mathematics Education Library - Jill Adler

Teaching Mathematics in Multilingual Classrooms

Mathematics Education Library

By: Jill Adler, David Pimm (Foreword by)

Paperback Published: 30th June 2001
ISBN: 9780792370802
Number Of Pages: 172

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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.

Forewordp. xi
Acknowledgementsp. xv
A Note on Terminologyp. xvi
The Elusive Dynamics of Teaching Mathematics in Multilingual Classroomsp. 1
Introductionp. 1
Sketching the Dilemmasp. 2
A Journey into Theory, Research and Practicep. 5
Overview of the Bookp. 14
Concluding Reflectionsp. 15
Complexity and Diversity: The Language and Mathematics Education Terrain in South Africap. 17
Introductionp. 17
Dealing with Apartheid's Legacyp. 18
Changing Language-in-Education Policy and Practicep. 23
English Language Infrastructure across South African Schoolsp. 27
Language-in-Use in Day-to-Day Activityp. 31
Curriculum Policy, Mathematics and Languagep. 31
In Conclusionp. 34
Accessing Teachers' Tacit and Articulated Knowledgep. 35
Teachers' Knowledge - The Departure Pointp. 35
A Sociocultural Perspective on Teachers' Knowledgeabilityp. 36
Design: Issues in Teacher Selection, Data Sources and Analysisp. 37
The Noisy, Yet Often Silenced Issuesp. 41
In Conclusionp. 48
Dilemmas in Teaching: A Prelude and Framep. 49
Introductionp. 49
Managing Dilemmas: A Practical Account of Teachers' Actionsp. 49
Dilemmas in Teaching: A Dialectic Account of Teachers' Actionsp. 51
Dilemmas in Teaching: A Context for Knowledge Growth in Teachingp. 54
A Language of Dilemmas: A Framework with which to Proceedp. 55
Teachers Talking about Teaching: The Emergence of Dilemmasp. 57
Introductionp. 57
A First Level of Analysisp. 57
Commonalitiesp. 59
Divergences and the Emergence of Dilemmasp. 61
Producing the Dilemmasp. 67
In Conclusionp. 70
Language(s) as Resource and the Dilemma of Code-Switchingp. 72
Introductionp. 72
Code-switching in Bi-/Multilingual Mathematics Classroomsp. 73
The Dilemma of Code-switching: Action and Reflection on Thandi's Classroom Practicep. 76
Dilemmas of Code-switching across Contextsp. 85
The Dilemma of Code-switching and Mathematics Education Reformp. 91
Concluding Commentsp. 93
Dilemmas of Mediation in a Multilingual Classroom: Spotlighting Mathematical Communicative Competencep. 94
Introductionp. 94
Mediation and Social Theory of Mindp. 95
The Contextp. 99
A Vignette: An Incident and Observationsp. 102
Dilemmas of Mediationp. 107
In Conclusionp. 112
The Dilemma of Transparency: Language Visibility in the Multilingual Classroomp. 115
Introductionp. 115
Talk as a Transparent Resourcep. 116
Helen and her Focus on Explicit Language Teachingp. 117
The Contextp. 119
A Vignette - Classroom Episodesp. 122
Dilemmas in Explicit Mathematics Language Teachingp. 131
In Conclusionp. 133
Central Dilemmas as Curriculum and Research Agendap. 135
Dilemmas as Learning Curriculum for Language an Mathematics Teacher Educationp. 139
What then of a Research Agenda?p. 140
Endnotesp. 144
Referencesp. 148
Subject Indexp. 155
Index of Namesp. 159
Appendicesp. 161
Glossary of Termsp. 161
Table 1 and Table 2p. 168
Methods of Data Collectionp. 170
Table of Contents provided by Syndetics. All Rights Reserved.

ISBN: 9780792370802
ISBN-10: 0792370805
Series: Mathematics Education Library
Audience: General
Format: Paperback
Language: English
Number Of Pages: 172
Published: 30th June 2001
Publisher: Springer
Country of Publication: NL
Dimensions (cm): 23.39 x 15.6  x 1.04
Weight (kg): 0.28