| Description |
1 online resource (243 p.) |
| Series |
European Research in Mathematics Education Ser |
|
European Research in Mathematics Education Ser
|
| Contents |
Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of figures -- List of contributors -- Foreword -- Preface -- Section I: Theorising the complexity of language in mathematics teaching and learning -- Chapter 1: Developing a perspective on multiplicity in the study of language in mathematics classrooms -- Introduction -- Multilingualism and multiculturalism -- Multimodality -- Multiple levels of analysis -- Defining and operationalising 'language' -- Defining and operationalising 'mathematics classroom' |
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Language as the object of study or as the medium of investigation -- Conclusions/ways forward -- Notes -- References -- Chapter 2: Language, paralinguistic phenomena and the (same-old) mathematics register -- Introduction -- Midstream #1: Four anecdotes -- Midstream #2: Somewhat picky transcriptions -- Midstream #3: Engaging with the purported 'multimodal' register -- Midstream #4: Communication does not only involve language -- University lecturer gestures -- Grade 3 students working on the iPad App TouchTimes -- In conclusion -- Acknowledgements -- Notes -- References |
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Chapter 3: Bewitched by language: Questions on language for mathematics education research -- Introduction -- Theorizing the relation between language and mathematics -- Researching the relation between language and mathematics -- Theme 1: Linguistic mechanisms that generate mathematical objects -- Theme 2: The role of language in the historical emergence of mathematical discourses -- Theme 3: Linguistic relativity of mathematics -- Researching the relation between language and mathematics learning -- Theme 4: Linguistic changes in the process of learning mathematics |
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Theme 5: Linguistic gaps in the classroom -- Theme 6: Dialogic engagement as a protection from falling into linguistic gaps -- Researching the relation between language and (mathematics) teaching -- Theme 7: Teacher's mathematical language -- Theme 8: The language in which the teacher speaks about learners and learning -- Theme 9: The language in which the teacher speaks about her professional practices -- Concluding remarks -- Notes -- References -- Chapter 4: Learners' language in mathematics classrooms: What we know and what we need to know -- Introduction -- What we know |
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Multiple theoretical frameworks -- Learners' language in mathematics classrooms is complex -- Learners' mathematical language is much more than precise words -- Deficit views of bilingual learners' language miss their strengths -- Implications for instruction -- What we need to know -- Details of how learners' multiple languages provide resources for learning mathematics -- Details of learners' informal language practices -- Broadening what is meant by participation -- Details of how learners learn to participate in formal language practices -- References |
| Notes |
Description based upon print version of record |
|
Chapter 5: Content and context specificity matter in the 'how' of language-responsive mathematics teacher professional development |
| Form |
Electronic book
|
| Author |
Morgan, Candia
|
|
Schütte, Marcus
|
| ISBN |
9780429536472 |
|
042953647X |
|
