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140122 ||| eng |
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|a 9780306472299
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| 100 |
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|a Adler, J.B.
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| 245 |
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|a Teaching Mathematics in Multilingual Classrooms
|h Elektronische Ressource
|c by J.B. Adler
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| 250 |
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|a 1st ed. 2002
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| 260 |
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|a Dordrecht
|b Springer Netherlands
|c 2002, 2002
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| 300 |
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|a XVI, 172 p
|b online resource
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| 505 |
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|a 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
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| 653 |
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|a Mathematics / Study and teaching
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| 653 |
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|a Language Education
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| 653 |
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|a Instructional Psychology
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| 653 |
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|a Language and languages / Study and teaching
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| 653 |
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|a Mathematics Education
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| 653 |
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|a Learning, Psychology of
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| 653 |
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|a Teachers / Training of
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| 653 |
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|a Teaching and Teacher Education
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| 041 |
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|a eng
|2 ISO 639-2
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| 989 |
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|b SBA
|a Springer Book Archives -2004
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| 490 |
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|a Mathematics Education Library
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| 028 |
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|a 10.1007/0-306-47229-5
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| 856 |
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|u https://doi.org/10.1007/0-306-47229-5?nosfx=y
|x Verlag
|3 Volltext
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| 082 |
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|a 510.71
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| 520 |
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|a 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
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