Coverart for item
The Resource Mathematics Education and Language Diversity : the 21st ICMI Study, edited by Richard Barwell, Philip Clarkson, Anjum Halai, Mercy Kazima, Judit Moschkovich, Núria Planas, Mamokgethi Setati-Phakeng, Paola Valero, Martha Villavicencio Ubillús, (electronic book)

Mathematics Education and Language Diversity : the 21st ICMI Study, edited by Richard Barwell, Philip Clarkson, Anjum Halai, Mercy Kazima, Judit Moschkovich, Núria Planas, Mamokgethi Setati-Phakeng, Paola Valero, Martha Villavicencio Ubillús, (electronic book)

Label
Mathematics Education and Language Diversity : the 21st ICMI Study
Title
Mathematics Education and Language Diversity
Title remainder
the 21st ICMI Study
Statement of responsibility
edited by Richard Barwell, Philip Clarkson, Anjum Halai, Mercy Kazima, Judit Moschkovich, Núria Planas, Mamokgethi Setati-Phakeng, Paola Valero, Martha Villavicencio Ubillús
Contributor
Editor
Subject
Language
eng
Summary
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
Member of
Cataloging source
NUI
Dewey number
370
Illustrations
illustrations
Image bit depth
0
Index
no index present
LC call number
LC8-6691
Literary form
non fiction
Nature of contents
dictionaries
http://library.link/vocab/relatedWorkOrContributorDate
  • 1969-
  • 1947-
  • 1971-
http://library.link/vocab/relatedWorkOrContributorName
  • Barwell, Richard
  • Clarkson, P. C.
  • Halai, Anjum
  • Kazima, Mercy
  • Moschkovich, Judit N.
  • Planas, Núria
  • Setati-Phakeng, Mamokgethi
  • Valero, Paola
  • Villavicencio Ubillús, Martha
Series statement
New ICMI Study Series,
http://library.link/vocab/subjectName
  • Education
  • Mathematics
  • Mathematics Education
  • Learning & Instruction
Label
Mathematics Education and Language Diversity : the 21st ICMI Study, edited by Richard Barwell, Philip Clarkson, Anjum Halai, Mercy Kazima, Judit Moschkovich, Núria Planas, Mamokgethi Setati-Phakeng, Paola Valero, Martha Villavicencio Ubillús, (electronic book)
Instantiates
Publication
Antecedent source
mixed
Bibliography note
Includes bibliographical references at the end of each chapters and index
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
not applicable
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • 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 Practice1.8 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 Language2.7 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 Classrooms3.4.1 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 America4.1 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
Control code
SPR932167199
Dimensions
unknown
Edition
1st ed. 2016.
Extent
1 online resource (XV, 321 pages 57 illustrations, 46 illustrations in color.)
File format
multiple file formats
Form of item
online
Isbn
9783319145112
Level of compression
uncompressed
Media category
computer
Media MARC source
rdamedia
Media type code
c
Other control number
10.1007/978-3-319-14511-2
Other physical details
online resource.
Quality assurance targets
absent
Reformatting quality
access
Specific material designation
remote
Label
Mathematics Education and Language Diversity : the 21st ICMI Study, edited by Richard Barwell, Philip Clarkson, Anjum Halai, Mercy Kazima, Judit Moschkovich, Núria Planas, Mamokgethi Setati-Phakeng, Paola Valero, Martha Villavicencio Ubillús, (electronic book)
Publication
Antecedent source
mixed
Bibliography note
Includes bibliographical references at the end of each chapters and index
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
not applicable
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • 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 Practice1.8 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 Language2.7 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 Classrooms3.4.1 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 America4.1 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
Control code
SPR932167199
Dimensions
unknown
Edition
1st ed. 2016.
Extent
1 online resource (XV, 321 pages 57 illustrations, 46 illustrations in color.)
File format
multiple file formats
Form of item
online
Isbn
9783319145112
Level of compression
uncompressed
Media category
computer
Media MARC source
rdamedia
Media type code
c
Other control number
10.1007/978-3-319-14511-2
Other physical details
online resource.
Quality assurance targets
absent
Reformatting quality
access
Specific material designation
remote

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