Mathematics education and language diversity: The 21st ICMI study

Authors

Richard Barwell, University of Ottawa, Canada
Philip Clarkson, Australian Catholic University, Australia
Anjum Halai, Aga Khan UniversityFollow
Mercy Kazima, University of Malawi, Malawi
Judit Moschkovich, University of California, United States
Núria Planas, Universitat Autònoma de Barcelona, Spain
Mamokgethi Setati Phakeng, University of South Africa, South Africa
Paola Valero, Aalborg University, Denmark
Martha Villavicencio Ubillús, Ministerio de Educación, Peru

Files

Description

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.

Table of Contents

1. Introduction: An ICMI Study on Language Diversity in Mathematics Education
2. Impact of Differing Grammatical Structures in Mathematics Teaching and Learning
3. Making Use of Multiple (Non-shared) First Languages: State of and Need for Research and Development in the European Language Context
4. Mathematics Education in Multilingual Contexts for the Indigenous Population in Latin America
5. Challenges and Opportunities for Second Language Learners in Undergraduate Mathematics
6. Language Diversity in Mathematics Teacher Education: Challenges Across Three Countries
7. Addressing Multi-language Diversity in Mathematics Teacher Education Programs
8. Mathematics in the Hands of Deaf Learners and Blind Learners: Visual–Gestural–Somatic Means of Doing and Expressing Mathematics
9. Student Agency and Counter-Narratives in Diverse Multilingual Mathematics Classrooms: Challenging Deficit Perspectives
10. Tensions in Teaching Mathematics in Contexts of Language Diversity
11. Purposefully Relating Multilingual Registers: Building Theory and Teaching Strategies for Bilingual Learners Based on an Integration of Three Traditions
12. Using ICTs to Facilitate Multilingual Mathematics Teaching and Learning
13. Language Diversity and New Media: Issues of Multimodality and Performance
14. Language Diversity in Research on Language Diversity in Mathematics Education
15. Research Rationalities and the Construction of the Deficient Multilingual Mathematics Learner
16. Correction to: Mathematics Education and Language Diversity

Publication Information

Springer Cham

Series

New ICMI Study Series

ISBN

9783319145105

Keywords

Indigenous learners in Latin America, language diversity in mathematics Education, mathematics education in Europe, mathematics teacher education programs, mathematics for blind learners, mathematics for deaf learners, open access, learning and instruction

Recommended Citation

Barwell, R. , Clarkson, P. , Halai, A. , Kazima, M. , Moschkovich, J. , Planas, N. , Phakeng, M. S. , Valero, P. , Ubillús, M. V. (Eds.). (2015). Mathematics education and language diversity: The 21st ICMI study, p. 321.
Available at: https://ecommons.aku.edu/books/102