Classroom Research on Mathematics and Language: Seeing Learners and Teachers Differently: European Research in Mathematics Education
Editat de Núria Planas, Candia Morgan, Marcus Schütteen Limba Engleză Paperback – 23 mar 2021
The contributions in this volume combine to show how views of language and of language research in mathematics education have changed significantly in recent decades, and how they will continue to change and become even more complex and challenging in the era of diversity. All of these contributions by leading scholars are grouped into two sections for emphasis on issues of:
• Theorising the complexity of language in mathematics teaching and learning
• Opening spaces of learning with mathematics classroom research on language
This book will be of great interest to mathematics teachers, teacher educators, curriculum developers and mathematics education researchers who deal with the study and implementation of pedagogies of mathematics teaching and learning, specifically in regions of the world which are culturally and sociolinguistically diverse.
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Specificații
ISBN-13: 9780367203238
ISBN-10: 0367203235
Pagini: 242
Ilustrații: 13 Tables, black and white; 13 Line drawings, black and white; 16 Halftones, black and white; 29 Illustrations, black and white
Dimensiuni: 156 x 234 x 15 mm
Greutate: 0.72 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria European Research in Mathematics Education
Locul publicării:Oxford, United Kingdom
ISBN-10: 0367203235
Pagini: 242
Ilustrații: 13 Tables, black and white; 13 Line drawings, black and white; 16 Halftones, black and white; 29 Illustrations, black and white
Dimensiuni: 156 x 234 x 15 mm
Greutate: 0.72 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria European Research in Mathematics Education
Locul publicării:Oxford, United Kingdom
Public țintă
Postgraduate and ProfessionalCuprins
SECTION I Theorising the complexity of language in mathematics teaching and learning 1. Developing a perspective on multiplicity in the study of language in mathematics classrooms 2. Language, paralinguistic phenomena and the (same-old) mathematics register 3. Bewitched by language: Questions on language for mathematics education research 4. Learners’ language in mathematics classrooms: What we know and what we need to know 5. Content and context specificity matter in the ‘how’ of language responsive mathematics teacher professional development 6. Conceptualising and researching mathematics classrooms as sites of communication SECTION II Opening spaces of learning with mathematics classroom research on language 7. The role of mathematical vocabulary in moving from the particular to the general with visual 8. Mathematics through play: The influence of adult intervention on young children’s shifts between play and mathematical discourses 9. Multilingual mathematics learning from a dialogic-translanguaging perspective 10. Quality dimensions for activation and participation in language-responsive mathematics classrooms 11. Real-world contexts in the mathematics classroom and their impact on the pupils’ language and mathematical learning 12. Preservice teachers learning from teaching mathematics in multilingual classrooms
Notă biografică
Núria Planas is Professor of Mathematics Education at the School of Education of Universitat Autònoma de Barcelona in Catalonia, Spain. Her classroom research and developmental work lie within the domain of multilingual mathematics teaching and learning.
Candia Morgan is Professor of Mathematics Education at Institute of Education, University College London in England, UK. Her research critically focuses on the nature of mathematical communication within different practices of mathematics and mathematics education.
Marcus Schütte is Professor at the Institute of Special Education, Leibniz University Hannover in Germany. His research focuses on language-related forms of mathematical learning processes in the primary school with the main focus on classroom interaction.
Candia Morgan is Professor of Mathematics Education at Institute of Education, University College London in England, UK. Her research critically focuses on the nature of mathematical communication within different practices of mathematics and mathematics education.
Marcus Schütte is Professor at the Institute of Special Education, Leibniz University Hannover in Germany. His research focuses on language-related forms of mathematical learning processes in the primary school with the main focus on classroom interaction.
Descriere
This book offers an international perspective on the current and future state of the research specifically focused on the role and use of language in mathematics school teaching and learning.