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024 7 $a10.21832/9781847692061
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100   $a20090626d2009      uy             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 00$aMultilingualism in mathematics classrooms$b[electronic resource] $eglobal perspectives /$fedited by Richard Barwell
210   $aBristol ;$aBuffalo $cMultilingual Matters$d2009
215   $a1 online resource (198 p.)
225 1 $aBilingual education and bilingualism
300   $aDescription based upon print version of record.
311   $a1-84769-204-4 
311   $a1-84769-205-2 
320   $aIncludes bibliographical references and index.
327   $tFrontmatter -- $tContent -- $tContributors -- $tList of Tables and Figures -- $tChapter 1. Multilingualism in Mathematics Classrooms: An Introductory Discussion -- $tChapter 2. Mapping the Mathematical Langscape -- $tChapter 3. Somali Mathematics Terminology: A Community Exploration of Mathematics and Culture -- $tChapter 4. Politics and Practice of Learning Mathematics in Multilingual Classrooms: Lessons from Pakistan -- $tChapter 5. Mathematical Word Problems and Bilingual Learners in England -- $tChapter 6. How Language and Graphs Support Conversation in a Bilingual Mathematics Classroom -- $tChapter 7. Reflections on a Medium of Instruction Policy for Mathematics in Malta -- $tChapter 8. Bilingual Mathematics Classrooms in Wales -- $tChapter 9. Bilingual Latino Students, Writing and Mathematics: A Case Study of Successful Teaching and Learning -- $tChapter 10. Mathematics Teaching in Australian Multilingual Classrooms: Developing an Approach to the Use of Classroom Languages -- $tChapter 11. Summing Up: Teaching and Learning Mathematics in a Multilingual World -- $tReferences -- $tIndex
330   $aMathematics classrooms are increasingly multilingual, whether they are found in linguistically diverse societies, urban melting pots or planned bilingual programs. The chapters in this book present and discuss examples of mathematics classroom life from a range of multilingual classroom settings, and use these examples to draw out and discuss key issues for the teaching and learning of mathematics and language. These issues relate to pedagogy, students? learning, curriculum, assessment, policy and aspects of educational theory. The contributions are based on research conducted in mathematics classrooms in Europe, South Asia, North America and Australia. Recurring issues for the learning of mathematics include the relationship between language and mathematics, the relationship between formal and informal mathematical language, and the relationship between students? home languages and the official language of schooling.
410  0$aBilingual education and bilingualism.
606   $aMathematics$xStudy and teaching
606   $aEducation, Bilingual
606   $aMultilingualism
606   $aLanguage and education
608   $aElectronic books.
615  0$aMathematics$xStudy and teaching.
615  0$aEducation, Bilingual.
615  0$aMultilingualism.
615  0$aLanguage and education.
676   $a372.7/044
701   $aBarwell$b Richard$f1969-$01054444
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910456541403321
996   $aMultilingualism in mathematics classrooms$92487031
997   $aUNINA