TY  - BOOK
AU  - Barwell,Richard
AU  - Clarkson,Philip
AU  - Halai,Anjum
AU  - Kazima,Mercy
AU  - Moschkovich,Judit
AU  - Planas,Núria
AU  - Setati-Phakeng,Mamokgethi
AU  - Valero,Paola
AU  - Villavicencio Ubillús,Martha
TI  - Mathematics education and language diversity: the 21st ICMI study 
T2  - New ICMI studies series
SN  -  978-3-319-14511-2
SN  - 2215-1745
PY  - 2016///
CY  - Cham
PB  - Springer
KW  - Education
KW  - sears
KW  - Mathematics
KW  - Study and teaching
N1  - Acknowledgments; Contents; Contributors; List of Figures ; List of Tables ; Chapter 1: Introduction: An ICMI Study on Language Diversity in Mathematics Education; 1.1 History of the Study; 1.1.1 What Do We Mean by Language Diversity and Why Does It Matter for Mathematics Education?; 1.1.2 Outline of the Chapter; 1.2 Changing Perspectives on Mathematics Education and Language Diversity; 1.3 Establishing the Scope of the Study: Preparing the Discussion Document; 1.4 The Study Conference; 1.5 Preparation of This Volume; 1.6 Summary of Research Ideas in This Volume. 1.7 Implications for Policy and Practice; 1.8 Some Issues for Future Research; 1.9 Summary Statement; References; Chapter 2: Impact of Differing Grammatical Structures in Mathematics Teaching and Learning; 2.1 Introduction; 2.2 The Mathematics Register; 2.2.1 Register Development: Modern European Languages; 2.2.2 Register Development: Multilingual Contexts; 2.3 Grammatical Systems; 2.4 Number; 2.4.1 Syntactic Category; 2.4.2 Transparency and Regularity; 2.5 Logic and Reasoning; 2.5.1 Negation; 2.5.2 Formal Semantics; 2.6 Space and Geometry; 2.6.1 Spatial Frame of Reference. 2.6.2 Topological Language; 2.7 Suggested Directions for Teachers and Researchers; 2.8 Conclusion; References; Chapter 3: Making Use of Multiple (Non-shared) First Languages: State of and Need for Research and Development in the European Language Context; 3.1 Introduction; 3.2 First Language as a Widely Accepted Resource for Giving Access to Mathematics; 3.3 Cultural and Political Dimension: Presenting the European Language Context; 3.3.1 Multilingualism in Europe and European Schools: Demographic Facts and Emerging Consciousness; 3.3.2 Multiple Languages in European Schools. 3.4 Practical Dimension: Teachers' Options for Including First Languages in European Classrooms; 3.4.1 Options for First Language Use Under Different Language Conditions; 3.4.2 Cultural Dimensions Beyond Language: Bridging Cultural Gaps; 3.5 Research Dimension: Three Examples of Empirical Studies on Effects on Students' Learning, Obstacles, and Conditions; 3.5.1 Language and Agency; 3.5.2 Language and Cultures; 3.5.3 Installing Teaching Strategies Against Established Monolingual Classroom Norms; 3.6 Final Remarks; Acknowledgments; References. Chapter 4: Mathematics Education in Multilingual Contexts for the Indigenous Population in Latin America; 4.1 Introduction; 4.2 Models of Indigenous Education in History; 4.3 Dynamics and Tensions Between Languages and Cultures; 4.3.1 Language Extinction, Revitalization, and Development; 4.3.2 Tensions Between Oral and Written Registers; 4.4 Relevant Mathematics Education in Indigenous Contexts; 4.4.1 Officializing Ethnomathematics in Peru; 4.4.2 Using Language to De-colonialize Indigenous Education in Colombia; 4.4.3 Problematizing Schooling and Mathematics Education in Brazil
N2  - This book examines multiple facets of language diversity and mathematics education. It features renowned authors from around the world and explores the learning and teaching of mathematics in contexts that include multilingual classrooms, indigenous education, teacher education, blind and deaf learners, new media and tertiary education. Each chapter draws on research from two or more countries to illustrate important research findings, theoretical developments and practical strategies. This open access book examines multiple facets of language diversity
UR  - https://drive.google.com/file/d/1vwnevKpjnLRXBbBjroy8oUmC5Md3gp_X/view?usp=sharing
ER  -