9780792370802 - teaching mathematics in multilingual classrooms (mathematics education library, 26, band 26) von adler, j.b. (3 Ergebnisse)
Sprache: Englisch
Verlag: Springer, 2008
- Softcover
Anbieter: Ria Christie Collections, Uxbridge, Vereinigtes KönigreichRia Christie Collections
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Zustand: New. In.
Sprache: Englisch
Verlag: Kluwer Academic Publishers, 2008
- Softcover
Anbieter: Kennys Bookstore, Olney, MD, USAKennys Bookstore
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Zustand: New. Presents three inter-related dilemmas within teaching mathematics in multilingual classrooms - dilemma of code-switching, the dilemma of mediation, and the dilemma of transparency. This book offers the research related to the relationship between language and mathematics, communicating mathematics, and mathematics…in bi-/multilingual settings. Series: Mathematics Education Library. Num Pages: 188 pages, biography. BIC Classification: 1HFMS; JNU; PB. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (XV) Technical / Manuals. Dimension: 235 x 155 x 10. Weight in Grams: 610. . 2001. Paperback. . . . . Books ship from the US and Ireland.
Sprache: Englisch
Verlag: Springer Netherlands, Springer Netherlands, 2008
- Softcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
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Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - 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.
