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: Mathematics Education and Language Diversity
    sub title: The 21st ICMI Study
  name:
    name part: Barwell, Richard.
    role:
      role term: editor.
  name:
    name part: Clarkson, Philip.
    role:
      role term: editor.
  name:
    name part: Halai, Anjum.
    role:
      role term: editor.
  name:
    name part: Kazima, Mercy.
    role:
      role term: editor.
  name:
    name part: Moschkovich, Judit.
    role:
      role term: editor.
  name:
    name part: Planas, Núria.
    role:
      role term: editor.
  name:
    name part: Setati-Phakeng, Mamokgethi.
    role:
      role term: editor.
  name:
    name part: Valero, Paola.
    role:
      role term: editor.
  name:
    name part: Villavicencio Ubillús, Martha.
    role:
      role term: editor.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: gw
    date issued: 2016
    edition: 1st ed. 2016.
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XV, 321 p. 57 illus., 46 illus. in color. online resource.
  abstract: 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: Introduction -- Challenges and opportunities for second language learners in undergraduate mathematics -- Mathematics in the hands of deaf learners and blind learners: visual-gestural-somatic means of doing and expressing -- Challenging deficit perspectives: student agency in multilingual mathematics classrooms -- Language diversity in mathematics teacher education: challenges across three countries -- Impact of differing grammatical structures in mathematics teaching and learning -- Addressing multi-language diversity in mathematics teacher education programs -- Language diversity and new media: issues of multimodality and performance -- Making use of multiple (non-shared) first languages: state and need of research and development in the European language context -- Purposefully relating multilingual registers - building theory and teaching strategies for bilingual learners based on an integration of three traditions -- Trends in mathematics education in multilingual contexts for indigenous population: experiences from Latin America -- Tensions in teaching mathematics in contexts of language diversity -- Research rationalities and the construction of the deficient multilingual mathematics learner -- Language diversity in research and its consequences -- Using ICTs to facilitate multilingual mathematics teaching and learning -- Mathematics teaching, language policy and the political role of language: perspectives from around the world -- Reflections -- Index.
  note: edited by Richard Barwell, Philip Clarkson, Anjum Halai, Mercy Kazima, Judit Moschkovich, Núria Planas, Mamokgethi Setati-Phakeng, Paola Valero, Martha Villavicencio Ubillús.
  subject:
    topic: Education
  subject:
    topic: Mathematics
    topic: Study and teaching
  subject:
    topic: Education
  subject:
    topic: Mathematics Education
  subject:
    topic: Learning & Instruction
  classification: LC8-6691
  classification: 370
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: New ICMI Study Series
  identifier: 9783319145112
  identifier: http://dx.doi.org/10.1007/978-3-319-14511-2
  record info:
    record creation date: 151125
    record change date: 20151125121303.0
    record identifier: 978-3-319-14511-2