Teaching mathematics in multilingual classrooms

By Tom Roper. Mathematical Gazette, 2002

368 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/2336401686fd4e2727f2bc4f0b2d5525f97d802e

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Citations in the corpus

Teachers’ Approaches Toward Cultural Diversity Predict Diversity-Related Burnout and Self-Efficacy (2018, background): “This poses challenges to mainstream teaching practices (Gorgorio & Planas, 2001).”
“Mathematical knowledge for teaching”: adapting U.S. measures for use in Ireland (2008, background): “to explain concepts and to understand students’ thinking processes without always understanding students’ language (Gorgorió and Planas 2001); • differences in the types and sophistication of the explanations students make (Silver et al.”
Routines and collective orientations in mathematics teachers’ professional development (2008, neutral): “between openness and control (Adler 2001).”
Negotiating Social Justice Teaching: One Full-Time Teacher's Practice Viewed From the Trenches (2013, background): “Other researchers––who, like Adler, are concerned with equity––have focused their inquiry on tensions and dilemmas. Pollock (2004) highlighted dilemmas inherent in race talk at one school.”
Challenges facing primary school educators of English Second (or Other) Language learners in the Western Cape (2009, background): “This creates logistical difficulties (Adler, 2001), which, together with the widespread preference for education in English (Vesely, 2000), result in the Revised National Curriculum State- ment’s (RNCS) (Department of Education, 2002) language policy only being partially implemented.”
Purposefully Relating Multilingual Registers: Building Theory and Teaching Strategies for Bilingual Learners Based on an Integration of Three Traditions (2016, background): “Some pathways that students use have been identified in the literature (Halai, 2004).”
Bilingual students using their languages in the learning of mathematics (2009, methodology): “Our approach is influenced by the perspectives of several researchers on mathematical learning and multilingualism, such as Adler (2001), Barton (2008), Barwell (2003, 2005), Clarkson (2004, 2006, 2009), Moschkovich (1999), and Setati (1998, 2005).”
Students’ Critical Awareness of Voice and Agency in Mathematics Classroom Discourse (2007, background): “Adler (2001) called this tension the “dilemma of transparency” (p. 115) in her account of the dilemmas facing teachers in multilingual mathematics classes. Although it is normal to use language as though it is transparent, at times it is valuable to become aware of language as a mediating resource. ”
Re-mythologizing mathematics through attention to classroom positioning (2009, background): “Attention to metadiscursive language moves as they relate to mathematics classrooms can be found in Rittenhouse’s (1998) idea of stepping out, Cobb, Yackel, and Wood’s (1993) description of “talking about talking mathematics,” and Adler’s (2001) notion of “transparency.” The first two of these const”