rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Teaching Mathematics in Multilingual Classrooms
  name:
    name part: Adler, Jill.
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: ne
    date issued: 2002
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XVI, 172 p. online resource.
  abstract: Increasingly, teachers all over the world are grappling on a daily basis with the fact of multilingual classrooms. In this book, Jill Adler captures three inter-related dilemmas that lie at the heart of teaching mathematics in multilingual classrooms. Adler's identification and naming of the dilemma of code-switching, the dilemma of mediation, and the dilemma of transparency, arise from exploring the realities of actual classrooms, and are shaped by a perspective of teaching as a social practice. Adler provides a sharp analysis and strong theoretical grounding for her work, pulling together research related to the relationship between language and mathematics, communicating mathematics, and mathematics in bi-/multilingual settings. In so doing, she offers a direct challenge to dominant research on communication in mathematics classrooms that has `othered' the multilingual setting in its normalisation of the monolingual classroom. The `norm' is a multicultural one. Set in contemporary South Africa - a context of linguistic diversity and rapid change - this book offers a spotlight whose beam is wide enough to illuminate dilemmas at work in all mathematics classrooms.
  table of contents: The Elusive Dynamics of Teaching Mathematics in Multilingual Classrooms -- Complexity and Diversity: The Language and Mathematics Education Terrain in South Africa -- Accessing Teachers’ Tacit and Articulated Knowledge -- Dilemmas in Teaching: A Prelude and Frame -- Teachers Talking About Teaching: The Emergence of Dilemmas -- Language(S) As Resource and the Dilemma of Code-Switching -- Dilemmas of Mediation in a Multilingual Classroom: Spotlighting Mathematical Communicative Competence -- The Dilema of Transparency: Language Visibility in the Multilingual Classroom -- Central Dilemmas as Curriculum and Research Agenda.
  note: by Jill Adler.
  subject:
    topic: Education
  subject:
    topic: Language and education
  subject:
    topic: Mathematics
    topic: Study and teaching
  subject:
    topic: Teaching
  subject:
    topic: Education
  subject:
    topic: Mathematics Education
  subject:
    topic: Learning & Instruction
  subject:
    topic: Language Education
  subject:
    topic: Teaching and Teacher Education
  classification: LC8-6691
  classification: 370
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: Mathematics Education Library ; 26
  identifier: 9780306472299
  identifier: http://dx.doi.org/10.1007/0-306-47229-5
  record info:
    record creation date: 100301
    record change date: 20151204154940.0
    record identifier: 978-0-306-47229-9