Teaching Mathematics in a Primary Multilingual Classroom

By Mamokgethi Setati. 2005

293 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c417892d72cb78f417b0e1f05013396bfdb9ba49

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Citations in the corpus

Negotiating Sociocultural Discourses: The Counter-Storytelling of Academically (and Mathematically) Successful African American Male Students (2008, background): “Research by scholars who have made the social turn (see, e.g., Boaler, 1998; Gutstein, 2003; Setati, 2005; Walshaw, 2001) has addressed Lerman’s (2000) caveat.”
Toward a Framework for Research Linking Equitable Teaching With the Standards for Mathematical Practice (2017, background): “• Consider linguistic choices and acknowledge home language as a valid language of mathematics (Meaney, 2005; Setati, 2005)”
Poverty, inequality and mathematics performance: the case of South Africa’s post-apartheid context (2014, background): “Interestingly, English is chosen even while epistemological access is sacrificed and in this respect Setati (2005) argues: ‘‘for the need to recognize and acknowledge the political role of”
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).”
The Linguistic Challenges of Mathematics Teaching and Learning: A Research Review (2007, background): “Setati (2005) describes four kinds of talk that she observed in a grade four multilingual classroom in South Africa, following Moschkovich (2002) and Gee (1999).”
Purposefully Relating Multilingual Registers: Building Theory and Teaching Strategies for Bilingual Learners Based on an Integration of Three Traditions (2016, background): “…classrooms where learners and teachers are engaged in classroom activities, and therefore also engaged in language negotiations, have been carefully described in terms of code-switching (see Barwell, 2005; Bose & Choudhury, 2010; Clarkson, 2007; Faruggia, 2009; Halai, 2009; Setati, 2008, 2005).”
English Learners' Participation in Mathematical Discussion: Shifting Positionings and Dynamic Identities (2013, background): “For example, ELs might use everyday metaphors, objects, and gestures (Dominguez, 2005; Moschkovich, 1999) and code-switching between languages (Setati, 2005) as resources to articulate their ideas.”