| 書目名稱 | Teaching Mathematics in Multilingual Classrooms |
| 編輯 | Jill Adler |
| 視頻video | http://file.papertrans.cn/902/901171/901171.mp4 |
| 叢書名稱 | Mathematics Education Library |
| 圖書封面 |  |
| 描述 | .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. . |
| 出版日期 | Book 2002 |
| 關鍵詞 | communication; curriculum; education; mathematics; mathematics education; learning and instruction |
| 版次 | 1 |
| doi | https://doi.org/10.1007/0-306-47229-5 |
| isbn_softcover | 978-0-7923-7080-2 |
| isbn_ebook | 978-0-306-47229-9Series ISSN 0924-4921 Series E-ISSN 2214-983X |
| issn_series | 0924-4921 |
| copyright | Springer Science+Business Media B.V. 2002 |
|Archiver|手機版|小黑屋|
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