Teaching Mathematics in Multilingual Classrooms

  • Jill Adler

Part of the Mathematics Education Library book series (MELI, volume 26)

About this book

Introduction

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.

Keywords

communication curriculum education mathematics mathematics education

Authors and affiliations

  • Jill Adler
    • 1
  1. 1.Department of MathematicsUniversity of the WitwatersrandJohannesburgSouth Africa

Bibliographic information

  • DOI https://doi.org/10.1007/0-306-47229-5
  • Copyright Information Kluwer Academic Publishers 2002
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Print ISBN 978-0-7923-7079-6
  • Online ISBN 978-0-306-47229-9
  • About this book