The conclusions in the previous chapter are specifically considered in relation to multilingual environments for learning mathematics, and for the education of indigenous peoples. It is argued that linguistic richness of these situations, and the multiple mathematical perspectives they bring to the classroom are resources that can be effectively utilised by teachers.
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© 2008 Springer Science+Business Media, LLC
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(2008). Multilingual and Indigenous Mathematics Education. In: The Language of Mathematics. Mathematics Education Library, vol 44. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-72859-9_9
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DOI: https://doi.org/10.1007/978-0-387-72859-9_9
Publisher Name: Springer, Boston, MA
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