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020 |a9780306472299|9978-0-306-47229-9
024 7 |a10.1007/0-306-47229-5|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aQA10.92-20
072 7|aJNU|2bicssc
072 7|aPB|2bicssc
072 7|aEDU029010|2bisacsh
072 7|aJNU|2thema
072 7|aPB|2thema
082 04|a510.71|223
100 1 |aAdler, J.B.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aTeaching Mathematics in Multilingual Classrooms|h[electronic resource] /|cby J.B. Adler.
250 |a1st ed. 2002.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2002.
300 |aXVI, 172 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aMathematics Education Library,|x2214-983X ;|v26
505 0 |aThe Elusive Dynamics of Teaching Mathematics in Multilingual Classrooms -- Complexity and Diversity: The Language and Mathematics Education Terrain in South Africa -- Accessing Teachers’ Tacit and Articulated Knowledge -- Dilemmas in Teaching: A Prelude and Frame -- Teachers Talking About Teaching: The Emergence of Dilemmas -- Language(S) As Resource and the Dilemma of Code-Switching -- Dilemmas of Mediation in a Multilingual Classroom: Spotlighting Mathematical Communicative Competence -- The Dilema of Transparency: Language Visibility in the Multilingual Classroom -- Central Dilemmas as Curriculum and Research Agenda.
520 |aIncreasingly, 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.
650 0|aMathematics|xStudy and teaching .
650 0|aLearning, Psychology of.
650 0|aLanguage and languages|xStudy and teaching.
650 0|aTeachers|xTraining of.
650 14|aMathematics Education.
650 24|aInstructional Psychology.
650 24|aLanguage Education.
650 24|aTeaching and Teacher Education.
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780792370796
776 08|iPrinted edition:|z9780792370802
776 08|iPrinted edition:|z9789401740777
830 0|aMathematics Education Library,|x2214-983X ;|v26
856 40|uhttps://doi.org/10.1007/0-306-47229-5
912 |aZDB-2-SHU
912 |aZDB-2-SXED
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)