Relevant bibliographies by topics / Multilingual mathematics teaching

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  1. Journal articles
  2. Dissertations / Theses
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  4. Book chapters

Academic literature on the topic 'Multilingual mathematics teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Multilingual mathematics teaching"

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Roper, Tom, and Jill Adler. "Teaching Mathematics in Multilingual Classrooms." Mathematical Gazette 86, no. 507 (2002): 538. http://dx.doi.org/10.2307/3621178.

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Bairy, Shailaja. "Multilingual Approach to Mathematics Education." Issues and Ideas in Education 7, no. 2 (2019): 71–86. http://dx.doi.org/10.15415/iie.2019.72008.

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Multilingual approach to pedagogical practices in mathematics has the potential to target high level mathematical competence and abstraction. Content and Language Integrated Learning (CLIL) is an innovative educational approach to learning, a dynamic and motivating force with holistic features. Not only does it image a shift towards curricular and cultural integration but also helps greatly to focus on deeper conceptual understanding in Mathematics. CLIL’s basic principle of integration of the content and languages if accepted in a broader sense as ‘Content connected to regional language and a
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Esmonde, Indigo, and Beverly Caswell. "Teaching Mathematics for Social Justice in Multicultural, Multilingual Elementary Classrooms." Canadian Journal of Science, Mathematics and Technology Education 10, no. 3 (2010): 244–54. http://dx.doi.org/10.1080/14926156.2010.504485.

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Falileeva, Marina, Alexander Kirillovich, Olga Nevzorova, Liliana Shakirova, Evgeny Lipachev, and Anastasiya Dyupina. "Educational Projection Systems, Levels And Prerequisites Of Mathematical Ontology OntoMathEdu." Russian Digital Libraries Journal 24, no. 3 (2021): 505–30. http://dx.doi.org/10.26907/1562-5419-2021-24-3-505-530.

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The developed educational projections, levels and prerequisites of the mathematical educational multilingual ontology OntoMathEdu are presented. Educational projection is viewed as the formalization of a certain system of subject training in mathematics. It is a subset of OntoMathEdu ontology concepts, which are structured at this stage of ontology development using two didactic relationships – educational level and prerequisites.
 Educational levels are allocated on the basis of the teaching standards of the corresponding education system, the relation of prerequisites is determined by t
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Dicker, Anne-Mari. "Teaching Mathematics in Foundation Phase Multilingual Classrooms: Teachers’ Challenges and Innovations." International Journal of Educational Sciences 8, no. 1 (2015): 65–73. http://dx.doi.org/10.1080/09751122.2015.11917593.

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El Mouhayar, Rabih. "Teachers’ use of language in multilingual mathematics classrooms during trouble-spots." Avances de Investigación en Educación Matemática, no. 19 (May 2, 2021): 21–38. http://dx.doi.org/10.35763/aiem.v0i19.405.

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Mathematics teaching in a foreign language may lead to discrimination for some learners specifically during trouble-spots that require the construction of shared-understanding. This research compares teacher-learner interaction in two classrooms of Lebanon where mathematics is taught in a foreign language. Eighteen lessons were recorded and transcribed, and utterances of teacher and learners were coded at the levels of: school; session; interlocutor; language use; move and function. Quantitative analysis of language use and qualitative illustrations of representative sequences are reported. Th
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Kasmer, Lisa Ann, and Esther Billings. "Teaching Mathematics in Multi-Lingual Classrooms: Developing Intercultural Competence via a Study Abroad Program." Frontiers: The Interdisciplinary Journal of Study Abroad 29, no. 2 (2017): 1–17. http://dx.doi.org/10.36366/frontiers.v29i2.389.

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This study investigated how a study abroad experience teaching mathematics in Tanzania, Africa impacted a group of secondary education pre-service teachers’ (PSTs) from the United States. In particular, we discuss their ability to facilitate the learning of students in multi-lingual mathematics classrooms while personally developing intercultural competence. We examined three areas: the PSTs’ knowledge and comprehension, skills, and attitudes in an effort to understand their ability to teach in multilingual classrooms.
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Adler, J. "Dilemmas and a paradox—secondary mathematics teachers' knowledge of their teaching in multilingual classrooms." Teaching and Teacher Education 11, no. 3 (1995): 263–74. http://dx.doi.org/10.1016/0742-051x(94)00034-4.

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Essien, Anthony A. "Mathematics Teacher Educators’ Account of Preparing Pre-service Teachers for Teaching Mathematics in Multilingual Classroom: The Case of South Africa." International Journal of Interdisciplinary Social Sciences: Annual Review 5, no. 2 (2010): 33–44. http://dx.doi.org/10.18848/1833-1882/cgp/v05i02/51603.

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Mambwe, Bareford. "Teachers’ Language Practices in the Teaching of MATHEMATICS in a Grade Four MULTILINGUAL CLASSROOM, in Zambia." Studies in Educational Management 5 (March 2020): 30–42. http://dx.doi.org/10.32038/sem.2020.05.03.

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Dissertations / Theses on the topic "Multilingual mathematics teaching"

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Samuelsson, Petronella. "Lärares arbete med flerspråkighet som resurs i matematikundervisningen." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31624.

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In recent years, schools have become increasingly multilingual, which must considered in mathematics teaching as the proportion of multilingual pupils is constantly increasing. Teachers ideas about teaching in multilingual mathematics classrooms, towards multilingual students and multilingualism are thus crucial to the students’ school achievements and identity information. Therefore, in-service teachers in compulsory school need to acknowledge multilingual pupils and language and cultural resources. Mathematics teaching needs to be adapted to a linguistic and cultural diversity in the classro
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Gaoshubelwe, Bafedile Sam. "Language practices in the teaching and learning of mathematics : a case study of three mathematics teachers in multilingual schools / Bafedile Sam Gaoshubelwe." Thesis, North-West University, 2011. http://hdl.handle.net/10394/4642.

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The achievement of learners in mathematics is unsatisfactory. There are a number of factors that contribute to this poor performance in the subject. One of these factors is the fact that many learners in South Africa learn mathematics through medium of English while it is not their main language. This research discusses the relationship between language, thought and social environment against background of the constructivist theory. Special attention is paid to mental connections and sociocultural theories that are important for the study. The significance of language in algebra learning and g
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Whale, Susan Gaye. "Using language as a resource: strategies to teach mathematics in multilingual classes." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/1669.

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South Africa is a complex multilingual country. In the majority of schools in the Eastern Cape, a province in South Africa, the teachers and learners share the same home language, isiXhosa, but teach and learn mathematics in English. The purpose of this study was to encourage teachers to use the home language as a resource to teach mathematics in multilingual classes. The study follows a mixed method design, using both qualitative and quantitative data. Qualitative data were collected from a survey and poetry, which teachers crafted, in which they highlighted their perceptions about language i
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Ferner, Bernd Richard. "Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1097.

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Children from many culturally diverse backgrounds do not achieve in mathematics at the same rates as their counterparts from the dominant White, European-American culture (Gay, 2010). This so-called achievement gap is an artifact of an educational system that continues to fail to provide equal learning opportunities to culturally diverse children (Ladson-Billings, 2006; Nieto & Bode, 2011). Teachers who employ culturally responsive teaching (Gay, 2010) may help to close this opportunity gap and hence, the achievement gap. This study investigated, "How do elementary teacher candidates perceive
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Pillai, Saloshni. "Teachers' and learners' experiences and perceptions concerning the use of English as a language of learning and teaching in bi/multilingual mathematical literarcy classrooms." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1021022.

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In South Africa, there is concern about the poor achievement by first additional language (FAL) English learners in mathematics, and this is a consequence not solely of the apartheid era but more appropriately, the existing current situation in the classroom. Since 2006, the Department of Basic Education in South Africa introduced mathematical literacy (ML) as another learning area for the Further Education and Training (FET) band. ML, as an alternative choice to mathematics, is envisaged as a key to the understanding of our everyday world filled with numbers. Mathematical literacy FAL English
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Franklin, Martha A. "Kindergarten Teachers' Perceptions of Barriers English Language Learners Face in Mathematics." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1047.

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There is a disparity of mathematics achievement between native English speakers and English language learners (ELL). This study sought to understand the barriers ELL kindergarten students faced in being successful in mathematics. The purpose of this qualitative, instrumental case study was to explore kindergarten teachers' perceptions regarding English language learner's access to the mathematics curriculum and instruction. The conceptual foundation for this study drew from social development theory, which contends social interaction using language is necessary for cognitive development such a
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Fawaz, Randa, and Emelie Levin. "Språk, matematik och andraspråkselever : språkliga faktorer som påverkar andraspråkselevers lärande i matematik." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-61553.

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Sverige är ett mångkulturellt samhälle med många flerspråkiga klassrum. Eleverna i dessa klassrum har olika förhållanden till och erfarenheter av det språk som undervisningen, inklusive matematikundervisningen, sker på. Syftet med denna systematiska litteraturstudie är att synliggöra och sammanställa tidigare forskningsresultat om huruvida språket påverkar andraspråkselevers lärande i matematik. Elever i grundskolan (6-16 år) är av intresse för denna studie. Frågan som undersöks är Vad säger forskning om språkets påverkan för andraspråkselevers lärande i matematik? I resultatet synliggörs även
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Lee, Kwang-Sug. "Concept attainment in mathematics within content-based instruction for secondary English as a second language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2858.

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The purpose of this project is to provide a useful model, the Concept Attainment Model in Mathematics, which implicates the concept attainment teaching method based on adjunct content-based instruction by using visuals and manipulatives in order to help ESL students be successful for both substantive content areas.
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Kane, Julie M. "Engaging Secondary Math Teachers in Breaking Down Barriers for English Learners." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/950.

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This study used mixed methods to examine middle school mathematics teachers’ beliefs about English Learners’ ability to participate in rigorous, grade-level math instruction as well as beliefs about their own capacity for teaching English Learners. Additionally, the study investigated the influence of teachers’ beliefs on their instructional practices and identified the types of support teachers need to develop as culturally and linguistically responsive educators. Findings revealed some dissonance between teachers’ explicit beliefs about teaching English Learners and their implicit beliefs il
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Ingram, Kenneth Phil. "The development of scientific concepts through literacy as a mediational tool." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1906.

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Books on the topic "Multilingual mathematics teaching"

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Teaching mathematics in multilingual classrooms. Kluwer Academic Publishers, 2001.

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Halai, Anjum, and Philip Clarkson, eds. Teaching and Learning Mathematics in Multilingual Classrooms. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-229-5.

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South Africa. Department of Arts and Culture. Multilingual mathematics dictionary, Grade R to 6: English - Afrikaans - IsiZulu - IsiXhosa, Siswati - IsiNdebele - Setswana - Sepedi - Sesotho - Tshivend̳a - Xitsonga. Department: Arts and Culture, 2013.

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Teaching Mathematics in Multilingual Classrooms. Kluwer Academic Publishers, 2002. http://dx.doi.org/10.1007/0-306-47229-5.

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Clarkson, Philip, and Anjum Halai. Teaching and Learning Mathematics in Multilingual Classrooms: Issues for Policy, Practice and Teacher Education. BRILL, 2015.

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Book chapters on the topic "Multilingual mathematics teaching"

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Norén, Eva, and Annica Anderson. "Multilingual Students’ Agency in Mathematics Classrooms." In Teaching and Learning Mathematics in Multilingual Classrooms. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-229-5_8.

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Halai, Anjum, and Philip Clarkson. "Teaching and Learning Mathematics in Multilingual Classrooms." In Teaching and Learning Mathematics in Multilingual Classrooms. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-229-5_1.

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Phakeng, Mamokgethi Setati. "Mathematics Education and Language Diversity." In Teaching and Learning Mathematics in Multilingual Classrooms. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-229-5_2.

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Barwell, Richard. "Mathematics Education, Language and Superdiversity." In Teaching and Learning Mathematics in Multilingual Classrooms. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-229-5_3.

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Farsani, Danyal. "Complementary Functions of Learning Mathematics in Complementary Schools." In Teaching and Learning Mathematics in Multilingual Classrooms. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-229-5_15.

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Halai, Anjum, and Irfan Muzaffar. "Language of Instruction and Learners’ Participation in Mathematics." In Teaching and Learning Mathematics in Multilingual Classrooms. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-229-5_5.

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Rangnes, Toril Eskeland, and Tamsin Meaney. "Preservice teachers learning from teaching mathematics in multilingual classrooms." In Classroom Research on Mathematics and Language. Routledge, 2021. http://dx.doi.org/10.4324/9780429260889-14.

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Tshabalala, Lindiwe, and Philip Clarkson. "Mathematics Teacher’s Language Practices in a Grade 4 Multilingual Class." In Teaching and Learning Mathematics in Multilingual Classrooms. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-229-5_14.

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Libbrecht, Paul, and Leila Goosen. "Using ICTs to Facilitate Multilingual Mathematics Teaching and Learning." In New ICMI Study Series. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-14511-2_12.

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Clarkson, Philip. "The Intertwining of Politics and Mathematics Teaching in Papua New Guinea." In Teaching and Learning Mathematics in Multilingual Classrooms. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-229-5_4.

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