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Productivity and Flexibility of (First) Language Use

Qualitative and Quantitative Results of an Interview Series on Chances and Needs of Speaking Turkish for Learning Mathematics in Germany

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Teaching and Learning Mathematics in Multilingual Classrooms

Abstract

In many countries all over the world, there are learners learning in a language that is different from their first language. In most of these settings, using the first language is advocated, seen as a resource, and used in order to enable the students’ access to mathematics (e.g., Adendorff, 1993; Adler, 2001; Baker, 1996; Clarkson, 1991, 1992; Dawe, 1983; Moschkovich, 1999; Setati, 1998; Setati & Adler, 2001; see also an overview in Barwell, 2009).

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Author information

Authors and Affiliations

  1. Faculty of Mathematics and Natural Sciences, University of Cologne, Germany

    Michael Meyer

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  1. Michael Meyer
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Editor information

Editors and Affiliations

  1. Aga Khan University, Tanzania

    Anjum Halai

  2. Australian Catholic University, Australia

    Philip Clarkson

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Meyer, M. (2016). Productivity and Flexibility of (First) Language Use. In: Halai, A., Clarkson, P. (eds) Teaching and Learning Mathematics in Multilingual Classrooms. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-229-5_10

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  • DOI: https://doi.org/10.1007/978-94-6300-229-5_10

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-229-5

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