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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.

Author(s): J.B. Adler
Series: Mathematics Education Library, Volume 26
Edition: 1
Publisher: Springer
Year: 2001

Language: English
Pages: 192

Table Of Contents......Page 8
Foreword By David Pimm......Page 12
Acknowledgements......Page 16
Note On Terminology......Page 17
CHAPTER 1 / The Elusive Dynamics of TeachingMathematics
in Multilingual Classrooms......Page 18
CHAPTER 2 / Complexity andDiversity: The Language andMathematics
Education Terrain in South Africa......Page 34
CHAPTER 3 / Accessing Teachers’ Tacit and Articulated Knowledge......Page 52
CHAPTER 4 / Dilemmas in Teaching: A Prelude and Frame......Page 66
CHAPTER5 / Teachers Talking about Teaching: The Emergence
of Dilemmas......Page 74
CHAPTER 6 / Language(s) as Resource and the Dilemma of
Code-Switching......Page 89
CHAPTER 7 / Dilemmas of Mediation in a Multilingual Classroom:......Page 111
CHAPTER 8 / The Dilemma of Transparency: Language Visibility in
the Multilingual Classroom......Page 132
CHAPTER 9 / Central Dilemmas as Curriculum and Research Agenda......Page 152
References......Page 165
Subject Index......Page 172
Index Of Names......Page 176
Appendix 1: Glossary of Terms......Page 178
Appendix 2: Table 1 and Table 2......Page 185
Appendix 3: Methods of Data Collection......Page 187