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Teaching and Learning Mathematics in Multilingual Classrooms

Issues for Policy, Practice and Teacher Education

  • Anjum Halai
  • Philip Clarkson

Table of contents

  1. Front Matter
    Pages i-vii
  2. Review and Critique of Mathematics Education in Multilingual Contexts

    1. Front Matter
      Pages 1-1
    2. Anjum Halai, Philip Clarkson
      Pages 3-10
    3. Mamokgethi Setati Phakeng
      Pages 11-23
  3. Policy and Mathematics Education in Multilingual Contexts

  4. Learning Mathematics in Multilingual Classrooms

    1. Front Matter
      Pages 87-87
    2. Susane Prediger, Nadine Krägeloh
      Pages 89-108
    3. Eva Norén, Annica Anderson
      Pages 109-124
    4. Arindam Bose, Philip Clarkson
      Pages 125-141
  5. Mathematics Teaching and Teacher Education in Multilingual Classrooms

About this book

Introduction

Contemporary concerns in mathematics education recognize that in the increasingly technological and globalized world, with concomitant change in population demographics (e.g. immigration, urbanization) and a change in the status of languages (e.g. English as a dominant language of science and technology) multilingualism in classrooms is a norm rather than an exception. Shifts in perspective also view language not simply as an instrument for cognition with all learners equipped with this instrument in service of learning, although clearly in the classroom that remains of importance. Rather, it is now also being acknowledged that language use is inherently political, so that the language that gets official recognition in the classroom is invariably the language of the powerful elite, or the dominant societal language, or in the case of post-colonial contexts the language of the colonisers. From this socio-political role of language in learning quite different issues arise for teaching, learning and curriculum for linguistically marginalized learners than that of cognition (e.g. immigrants, second language learners, other).

Policies on language in education are being considered and re-considered with specific reference to mathematics teaching and learning. Given the policy environment, globally the proposed publication is timely.

This edited collection draws on recent, emerging insights and understandings about the approaches to improving policy and practice in mathematics education and mathematics teacher education in multilingual settings. It presents, and discusses critically, examples of work from a range of contexts and uses these examples to draw out key issues for research in education in language diverse settings including teaching, learning, curriculum and fit these with appropriate policy and equity approaches.

With contributions from all over the world, especially novice researchers in low income countries, this book is a valuable resource for courses in Mathematics Education and related social sciences both at the graduate and undergraduate levels, as well as for students of international development.

Keywords

mathematics education and language diversity mathematics education multilingualism and mathematics multiculturalism and mathematics mathematics education in a global context

Editors and affiliations

  • Anjum Halai
    • 1
  • Philip Clarkson
    • 2
  1. 1.Aga Khan UniversityTanzania
  2. 2.Australian Catholic UniversityAustralia

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-6300-229-5
  • Copyright Information SensePublishers-Rotterdam, The Netherlands 2016
  • Publisher Name SensePublishers, Rotterdam
  • eBook Packages Education
  • Online ISBN 978-94-6300-229-5
  • Buy this book on publisher's site