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Mathematics Education and Language Diversity : The 21st ICMI Study.

Av: Medverkande: Materialtyp: TextSerie: Utgivningsuppgift: Cham : Springer International Publishing AG, 2015Datum för upphovsrätt: ©2016Utgåva: 1st edBeskrivning: 1 online resource (329 pages)Innehållstyp:
  • text
Medietyp:
  • computer
Bärartyp:
  • online resource
ISBN:
  • 9783319145112
Ämnen: Genre/form: DDK-klassifikation:
  • 510.71
Onlineresurser:
Innehåll:
Intro -- Acknowledgments -- Contents -- Contributors -- List of Figures -- List of Tables -- Chapter 1: Introduction: An ICMI Study on Language Diversity in Mathematics Education -- 1.1 History of the Study -- 1.1.1 What Do We Mean by Language Diversity and Why Does It Matter for Mathematics Education? -- 1.1.2 Outline of the Chapter -- 1.2 Changing Perspectives on Mathematics Education and Language Diversity -- 1.3 Establishing the Scope of the Study: Preparing the Discussion Document -- 1.4 The Study Conference -- 1.5 Preparation of This Volume -- 1.6 Summary of Research Ideas in This Volume -- 1.7 Implications for Policy and Practice -- 1.8 Some Issues for Future Research -- 1.9 Summary Statement -- References -- Chapter 2: Impact of Differing Grammatical Structures in Mathematics Teaching and Learning -- 2.1 Introduction -- 2.2 The Mathematics Register -- 2.2.1 Register Development: Modern European Languages -- 2.2.2 Register Development: Multilingual Contexts -- 2.3 Grammatical Systems -- 2.4 Number -- 2.4.1 Syntactic Category -- 2.4.2 Transparency and Regularity -- 2.5 Logic and Reasoning -- 2.5.1 Negation -- 2.5.2 Formal Semantics -- 2.6 Space and Geometry -- 2.6.1 Spatial Frame of Reference -- 2.6.2 Topological Language -- 2.7 Suggested Directions for Teachers and Researchers -- 2.8 Conclusion -- References -- Chapter 3: Making Use of Multiple (Non-shared) First Languages: State of and Need for Research and Development in the European Language Context -- 3.1 Introduction -- 3.2 First Language as a Widely Accepted Resource for Giving Access to Mathematics -- 3.3 Cultural and Political Dimension: Presenting the European Language Context -- 3.3.1 Multilingualism in Europe and European Schools: Demographic Facts and Emerging Consciousness -- 3.3.2 Multiple Languages in European Schools.
3.4 Practical Dimension: Teachers' Options for Including First Languages in European Classrooms -- 3.4.1 Options for First Language Use Under Different Language Conditions -- 3.4.2 Cultural Dimensions Beyond Language: Bridging Cultural Gaps -- 3.5 Research Dimension: Three Examples of Empirical Studies on Effects on Students' Learning, Obstacles, and Conditions -- 3.5.1 Language and Agency -- 3.5.2 Language and Cultures -- 3.5.3 Installing Teaching Strategies Against Established Monolingual Classroom Norms -- 3.6 Final Remarks -- Acknowledgments -- References -- Chapter 4: Mathematics Education in Multilingual Contexts for the Indigenous Population in Latin America -- 4.1 Introduction -- 4.2 Models of Indigenous Education in History -- 4.3 Dynamics and Tensions Between Languages and Cultures -- 4.3.1 Language Extinction, Revitalization, and Development -- 4.3.2 Tensions Between Oral and Written Registers -- 4.4 Relevant Mathematics Education in Indigenous Contexts -- 4.4.1 Officializing Ethnomathematics in Peru -- 4.4.2 Using Language to De-colonialize Indigenous Education in Colombia -- 4.4.3 Problematizing Schooling and Mathematics Education in Brazil -- 4.5 Concluding Remarks -- References -- Chapter 5: Challenges and Opportunities for Second Language Learners in Undergraduate Mathematics -- 5.1 Introduction -- 5.2 Linguistic Difficulties in Advanced Mathematics for Multilingual Contexts -- 5.2.1 Lexical and Notational Issues -- 5.2.2 Logical Issues -- 5.3 Examples of Various Multilingual Contexts at University -- 5.3.1 A Multilingual Situation in Cameroonian Universities -- 5.3.2 The Case of Denmark -- 5.3.3 Increasing Linguistic Diversity in France -- 5.3.4 The Case of Malawi -- 5.3.5 Bilingualism in Russia: The Case of Tatarstan -- 5.4 Results of Research Studies.
5.4.1 The Case of Students in New Zealand Who Have English as an Additional Language -- 5.4.2 Logical Issues: The Case of Negation of Quantified Statements -- 5.4.3 An Ongoing Experiment for Teacher Training in Tatarstan -- 5.5 Conclusion -- References -- Chapter 6: Language Diversity in Mathematics Teacher Education: Challenges Across Three Countries -- 6.1 Different Countries, Similar Challenges -- 6.2 The Three Contexts: South Africa, Malawi, and Catalonia-Spain -- 6.3 What Do We Know About Mathematics Teacher Educators' Awareness of the Multilingual Context of their Practice? -- 6.3.1 Mathematics Teacher Educators' Awareness in South Africa -- 6.3.2 Mathematics Teacher Educators' Awareness in Malawi -- 6.3.3 Mathematics Teacher Educators' Awareness in Catalonia -- 6.4 What Practices Do Mathematics Student Teachers Get Exposed to in the Preservice Classroom? -- 6.4.1 Teacher Education Practices in South Africa -- 6.4.2 Teacher Education Practices in Malawi -- 6.4.3 Teacher Education Practices in Catalonia -- 6.5 Joint Discussion -- 6.5.1 Awareness and Implications -- 6.5.2 Practices and Implications -- 6.6 Concluding Remarks -- References -- Chapter 7: Addressing Multi-language Diversity in Mathematics Teacher Education Programs -- 7.1 Introduction -- 7.2 Raising Awareness of Issues Related to Teaching the English Mathematics Register -- 7.2.1 Understanding the Language Context in Which Teachers Work -- 7.2.2 Understanding Potential Difficulties with Mathematics Language -- 7.3 Facilitating Discourse in English as the LoLT in Mathematics Classrooms -- 7.3.1 Dialogic Practices -- 7.3.2 The Role of Questioning -- 7.3.3 The Practice of Using Code-Switching to Engage in Mathematical Discourse -- 7.4 Incorporating Mathematics Language and Literacy into the Teacher Preparation Program.
7.4.1 Developing Language Modules to Integrate into Methods Courses -- 7.4.2 Simultaneous Interpreting Between English and an Indigenous Language as a Tool in Teacher Education -- 7.4.3 Using Mathematics Educator Reflective Communities to Collaboratively Plan to Integrate Language in Mathematics Instruction -- 7.5 Conclusion -- References -- Chapter 8: Mathematics in the Hands of Deaf Learners and Blind Learners: Visual-Gestural-Somatic Means of Doing and Expressing Mathematics -- 8.1 Introduction -- 8.2 The Rise, Fall and Rise of Sign and Gesture -- 8.3 Sensory Modalities and Knowledge Mediation -- 8.4 Language Resources of Deaf Mathematics Students -- 8.4.1 Example 1: The Visual Modality in Arithmetic Calculations -- 8.4.2 Example 2: Bringing Dynamism to Mathematical Discourse -- 8.4.3 Traces of Enactments in the Signs and Gestures of Deaf Mathematics Learners -- 8.5 Visual-Gestural Expressions of Blind Mathematics Students -- 8.5.1 Example 3: Embodied Abstractions in the Gestures of a Blind Student -- 8.6 Mathematics in Our Hands -- References -- Chapter 9: Student Agency and Counter-Narratives in Diverse Multilingual Mathematics Classrooms: Challenging Deficit Perspectives -- 9.1 Introduction -- 9.2 Vignettes of Counter-Narratives in the Experiences of Emergent Bilinguals in Mathematical Classrooms -- 9.2.1 Vignette 1: Mispronunciation as Wordplay -- 9.2.2 Vignette 2: Teenagers and Counting Words -- 9.2.3 Vignette 3: Open-Ended Tasks -- 9.3 Concluding Thoughts -- References -- Chapter 10: Tensions in Teaching Mathematics in Contexts of Language Diversity -- 10.1 Introduction -- 10.2 Tensions in Mathematics Classrooms in Contexts of Language Diversity -- 10.3 Bakhtin's Theory of Language -- 10.4 Case 1: Mathematics in a Multilingual Mathematics Classroom in South Africa.
10.5 Case 2: Using an International Language to Teach Mathematics in Malaysia -- 10.6 Case 3: Immigrant Students Learning Mathematics in a Sheltered Language Program -- 10.7 Case 4: Immigrant Students and Teacher in a Mathematics Class in South Africa -- 10.8 Discussion and Conclusions -- References -- Chapter 11: Purposefully Relating Multilingual Registers: Building Theory and Teaching Strategies for Bilingual Learners Based on an Integration of Three Traditions -- 11.1 Introduction -- 11.2 Relating Registers for Common Multiples: Snapshot from India -- 11.2.1 Tasks and Situation in the Camp Lessons -- 11.2.2 Code-Switching Between Registers for Better Explanation -- 11.2.3 Use of Gestures and Nonverbal Cues -- 11.2.4 Use of Technical and Everyday Registers -- 11.3 Revisiting Three Traditions of Reflecting on Linguistic Transitions -- 11.3.1 Transitions Between First and Second Languages: Code-Switching -- 11.3.2 Transitions Between Everyday and Technical Language -- 11.3.3 Transitions Between Different Mathematical Representations: Relating Mathematical Registers -- 11.3.4 Integrating Three Transitions Between Languages, Registers, and Representations -- 11.4 Theoretical Exploration: Representations, Registers, or Languages? -- 11.4.1 Different Conceptualizations -- 11.4.2 Registers with Different Representations -- 11.4.3 Some Teaching Implications -- 11.5 Transitions Between Registers for Developing Conceptual Understanding of Fractions: Snapshot from Germany -- 11.5.1 Research Context -- 11.5.2 The Case of Amir and Ekim: Challenges and Insights While Relating Registers -- 11.6 Final Remarks -- References -- Chapter 12: Using ICTs to Facilitate Multilingual Mathematics Teaching and Learning -- 12.1 Consideration of Language Diversity in the Literature on ICTs for Mathematics Teaching and Learning.
12.1.1 ICTs-Mediated Human Communication for Mathematics Learning.
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Intro -- Acknowledgments -- Contents -- Contributors -- List of Figures -- List of Tables -- Chapter 1: Introduction: An ICMI Study on Language Diversity in Mathematics Education -- 1.1 History of the Study -- 1.1.1 What Do We Mean by Language Diversity and Why Does It Matter for Mathematics Education? -- 1.1.2 Outline of the Chapter -- 1.2 Changing Perspectives on Mathematics Education and Language Diversity -- 1.3 Establishing the Scope of the Study: Preparing the Discussion Document -- 1.4 The Study Conference -- 1.5 Preparation of This Volume -- 1.6 Summary of Research Ideas in This Volume -- 1.7 Implications for Policy and Practice -- 1.8 Some Issues for Future Research -- 1.9 Summary Statement -- References -- Chapter 2: Impact of Differing Grammatical Structures in Mathematics Teaching and Learning -- 2.1 Introduction -- 2.2 The Mathematics Register -- 2.2.1 Register Development: Modern European Languages -- 2.2.2 Register Development: Multilingual Contexts -- 2.3 Grammatical Systems -- 2.4 Number -- 2.4.1 Syntactic Category -- 2.4.2 Transparency and Regularity -- 2.5 Logic and Reasoning -- 2.5.1 Negation -- 2.5.2 Formal Semantics -- 2.6 Space and Geometry -- 2.6.1 Spatial Frame of Reference -- 2.6.2 Topological Language -- 2.7 Suggested Directions for Teachers and Researchers -- 2.8 Conclusion -- References -- Chapter 3: Making Use of Multiple (Non-shared) First Languages: State of and Need for Research and Development in the European Language Context -- 3.1 Introduction -- 3.2 First Language as a Widely Accepted Resource for Giving Access to Mathematics -- 3.3 Cultural and Political Dimension: Presenting the European Language Context -- 3.3.1 Multilingualism in Europe and European Schools: Demographic Facts and Emerging Consciousness -- 3.3.2 Multiple Languages in European Schools.

3.4 Practical Dimension: Teachers' Options for Including First Languages in European Classrooms -- 3.4.1 Options for First Language Use Under Different Language Conditions -- 3.4.2 Cultural Dimensions Beyond Language: Bridging Cultural Gaps -- 3.5 Research Dimension: Three Examples of Empirical Studies on Effects on Students' Learning, Obstacles, and Conditions -- 3.5.1 Language and Agency -- 3.5.2 Language and Cultures -- 3.5.3 Installing Teaching Strategies Against Established Monolingual Classroom Norms -- 3.6 Final Remarks -- Acknowledgments -- References -- Chapter 4: Mathematics Education in Multilingual Contexts for the Indigenous Population in Latin America -- 4.1 Introduction -- 4.2 Models of Indigenous Education in History -- 4.3 Dynamics and Tensions Between Languages and Cultures -- 4.3.1 Language Extinction, Revitalization, and Development -- 4.3.2 Tensions Between Oral and Written Registers -- 4.4 Relevant Mathematics Education in Indigenous Contexts -- 4.4.1 Officializing Ethnomathematics in Peru -- 4.4.2 Using Language to De-colonialize Indigenous Education in Colombia -- 4.4.3 Problematizing Schooling and Mathematics Education in Brazil -- 4.5 Concluding Remarks -- References -- Chapter 5: Challenges and Opportunities for Second Language Learners in Undergraduate Mathematics -- 5.1 Introduction -- 5.2 Linguistic Difficulties in Advanced Mathematics for Multilingual Contexts -- 5.2.1 Lexical and Notational Issues -- 5.2.2 Logical Issues -- 5.3 Examples of Various Multilingual Contexts at University -- 5.3.1 A Multilingual Situation in Cameroonian Universities -- 5.3.2 The Case of Denmark -- 5.3.3 Increasing Linguistic Diversity in France -- 5.3.4 The Case of Malawi -- 5.3.5 Bilingualism in Russia: The Case of Tatarstan -- 5.4 Results of Research Studies.

5.4.1 The Case of Students in New Zealand Who Have English as an Additional Language -- 5.4.2 Logical Issues: The Case of Negation of Quantified Statements -- 5.4.3 An Ongoing Experiment for Teacher Training in Tatarstan -- 5.5 Conclusion -- References -- Chapter 6: Language Diversity in Mathematics Teacher Education: Challenges Across Three Countries -- 6.1 Different Countries, Similar Challenges -- 6.2 The Three Contexts: South Africa, Malawi, and Catalonia-Spain -- 6.3 What Do We Know About Mathematics Teacher Educators' Awareness of the Multilingual Context of their Practice? -- 6.3.1 Mathematics Teacher Educators' Awareness in South Africa -- 6.3.2 Mathematics Teacher Educators' Awareness in Malawi -- 6.3.3 Mathematics Teacher Educators' Awareness in Catalonia -- 6.4 What Practices Do Mathematics Student Teachers Get Exposed to in the Preservice Classroom? -- 6.4.1 Teacher Education Practices in South Africa -- 6.4.2 Teacher Education Practices in Malawi -- 6.4.3 Teacher Education Practices in Catalonia -- 6.5 Joint Discussion -- 6.5.1 Awareness and Implications -- 6.5.2 Practices and Implications -- 6.6 Concluding Remarks -- References -- Chapter 7: Addressing Multi-language Diversity in Mathematics Teacher Education Programs -- 7.1 Introduction -- 7.2 Raising Awareness of Issues Related to Teaching the English Mathematics Register -- 7.2.1 Understanding the Language Context in Which Teachers Work -- 7.2.2 Understanding Potential Difficulties with Mathematics Language -- 7.3 Facilitating Discourse in English as the LoLT in Mathematics Classrooms -- 7.3.1 Dialogic Practices -- 7.3.2 The Role of Questioning -- 7.3.3 The Practice of Using Code-Switching to Engage in Mathematical Discourse -- 7.4 Incorporating Mathematics Language and Literacy into the Teacher Preparation Program.

7.4.1 Developing Language Modules to Integrate into Methods Courses -- 7.4.2 Simultaneous Interpreting Between English and an Indigenous Language as a Tool in Teacher Education -- 7.4.3 Using Mathematics Educator Reflective Communities to Collaboratively Plan to Integrate Language in Mathematics Instruction -- 7.5 Conclusion -- References -- Chapter 8: Mathematics in the Hands of Deaf Learners and Blind Learners: Visual-Gestural-Somatic Means of Doing and Expressing Mathematics -- 8.1 Introduction -- 8.2 The Rise, Fall and Rise of Sign and Gesture -- 8.3 Sensory Modalities and Knowledge Mediation -- 8.4 Language Resources of Deaf Mathematics Students -- 8.4.1 Example 1: The Visual Modality in Arithmetic Calculations -- 8.4.2 Example 2: Bringing Dynamism to Mathematical Discourse -- 8.4.3 Traces of Enactments in the Signs and Gestures of Deaf Mathematics Learners -- 8.5 Visual-Gestural Expressions of Blind Mathematics Students -- 8.5.1 Example 3: Embodied Abstractions in the Gestures of a Blind Student -- 8.6 Mathematics in Our Hands -- References -- Chapter 9: Student Agency and Counter-Narratives in Diverse Multilingual Mathematics Classrooms: Challenging Deficit Perspectives -- 9.1 Introduction -- 9.2 Vignettes of Counter-Narratives in the Experiences of Emergent Bilinguals in Mathematical Classrooms -- 9.2.1 Vignette 1: Mispronunciation as Wordplay -- 9.2.2 Vignette 2: Teenagers and Counting Words -- 9.2.3 Vignette 3: Open-Ended Tasks -- 9.3 Concluding Thoughts -- References -- Chapter 10: Tensions in Teaching Mathematics in Contexts of Language Diversity -- 10.1 Introduction -- 10.2 Tensions in Mathematics Classrooms in Contexts of Language Diversity -- 10.3 Bakhtin's Theory of Language -- 10.4 Case 1: Mathematics in a Multilingual Mathematics Classroom in South Africa.

10.5 Case 2: Using an International Language to Teach Mathematics in Malaysia -- 10.6 Case 3: Immigrant Students Learning Mathematics in a Sheltered Language Program -- 10.7 Case 4: Immigrant Students and Teacher in a Mathematics Class in South Africa -- 10.8 Discussion and Conclusions -- References -- Chapter 11: Purposefully Relating Multilingual Registers: Building Theory and Teaching Strategies for Bilingual Learners Based on an Integration of Three Traditions -- 11.1 Introduction -- 11.2 Relating Registers for Common Multiples: Snapshot from India -- 11.2.1 Tasks and Situation in the Camp Lessons -- 11.2.2 Code-Switching Between Registers for Better Explanation -- 11.2.3 Use of Gestures and Nonverbal Cues -- 11.2.4 Use of Technical and Everyday Registers -- 11.3 Revisiting Three Traditions of Reflecting on Linguistic Transitions -- 11.3.1 Transitions Between First and Second Languages: Code-Switching -- 11.3.2 Transitions Between Everyday and Technical Language -- 11.3.3 Transitions Between Different Mathematical Representations: Relating Mathematical Registers -- 11.3.4 Integrating Three Transitions Between Languages, Registers, and Representations -- 11.4 Theoretical Exploration: Representations, Registers, or Languages? -- 11.4.1 Different Conceptualizations -- 11.4.2 Registers with Different Representations -- 11.4.3 Some Teaching Implications -- 11.5 Transitions Between Registers for Developing Conceptual Understanding of Fractions: Snapshot from Germany -- 11.5.1 Research Context -- 11.5.2 The Case of Amir and Ekim: Challenges and Insights While Relating Registers -- 11.6 Final Remarks -- References -- Chapter 12: Using ICTs to Facilitate Multilingual Mathematics Teaching and Learning -- 12.1 Consideration of Language Diversity in the Literature on ICTs for Mathematics Teaching and Learning.

12.1.1 ICTs-Mediated Human Communication for Mathematics Learning.

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