Mathematics Education and Language Diversity The 21st ICMI Study /
| Corporate Author: | |
|---|---|
| Other Authors: | , , , , , , , , |
| Summary: | XV, 321 p. 57 illus., 46 illus. in color. text |
| Language: | English |
| Published: |
Cham :
Springer International Publishing : Imprint: Springer,
2016.
|
| Edition: | 1st ed. 2016. |
| Series: | New ICMI Study Series,
|
| Subjects: | |
| Online Access: | https://doi.org/10.1007/978-3-319-14511-2 |
| Format: | Electronic Book |
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.