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Journal articles on the topic 'Multilingual mathematics teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

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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4

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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6

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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JANCHESKI, Metodija, and Sofija JANCHESKA. "Multidisciplinary, Multilingual, Multilevel and Multipurpose Usage of GeoGebra Software in Education." Olympiads in Informatics 13 (July 13, 2019): 41–56. http://dx.doi.org/10.15388/ioi.2019.04.

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The technical characteristics of GeoGebra have been examined, its various views and tools have been described, with special emphasis on interactive tools. The use of GeoGebra in education has been depicted, mainly in mathematics. We emphasized the importance of sharing GeoGebra digital learning materials within the GeoGebra community, which is present and active in more than 190 countries now and is growing astonishingly fast. In this context, various forms of organizing GeoGebra digital learning materials are reviewed: GeoGebra Materials, GeoGebra Wiki, GeoGebra Tube, GeoGebra Books and GeoGe

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Janík, Tomáš, Jan Slavík, Petr Najvar, and Darina Jirotková. "The Same and the Different: On Semantization and Instrumentalization Practices in the (Maths) Classroom." SAGE Open 10, no. 3 (2020): 215824402095038. http://dx.doi.org/10.1177/2158244020950380.

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There is no education without content. Teaching and learning in schools is devoted to “something,” not to “nothing” or “anything.” The more heterogeneous, multicultural, and multilingual the classroom, the more semantization of educational content within teaching and learning is needed. Therefore, the role of various languages in the classroom is revisited. In this article, we elaborate on the theory of language-sensitive content transformation and introduce the concept of operational isomorphism and its potential in the field of didactics, research on teaching, and learning and teacher educat

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Et. al., Yosefina Uge Lawe,. "Creation Of Multilingual Teaching Materials Focused On Content And Background Of Ngada Culture For Primary 1st Grade." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 2 (2021): 3110–18. http://dx.doi.org/10.17762/turcomat.v12i2.2355.

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This research was conducted in line with the development of existing technology. The teaching materials are developed using the ADDIE model, which consists of five steps, namely: 1) analyze, 2) design, 3) development, 4) implementation, 5) evaluation. In this study, sources of data were obtained from teachers as material / content experts, lecturers as language experts, and design experts. Components assessed by material experts are content feasibility, linguists on the appropriateness of language use, design experts on product design appropriateness. The suitability of the developed teaching

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Naidoo, Jayaluxmi. "Exploring Some Teaching Strategies that Overcome Challenges Created by the Language of Instruction within Multilingual Mathematics Classrooms." International Journal of Educational Sciences 10, no. 2 (2015): 182–91. http://dx.doi.org/10.1080/09751122.2015.11917649.

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Meaney, Tamsin, and Toril Eskeland Rangnes. "Book Review: How research fields change—the documentation of a process. Anjum Halai and Philip Clarkson (Eds.) (2016) Teaching and learning mathematics in multilingual classrooms." Educational Studies in Mathematics 95, no. 2 (2017): 219–27. http://dx.doi.org/10.1007/s10649-017-9753-8.

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Snegurenko, Alexander P., Sergey A. Sosnovsky, Svetlana V. Novikova, Rouzilya R. Yakhina, Natalia L. Valitova, and Elmira Sh Kremleva. "Using E-Learning Tools to Enhance Students- Mathematicians’ Competences in the Context of International Academic Mobility Programmes." Integration of Education, no. 1 (March 29, 2019): 8–22. http://dx.doi.org/10.15507/1991-9468.094.023.201901.008-022.

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Introduction. The article is concerned with the use of special electronic teaching tools to increase the students’ understanding of the subject and adaptation to the professional language environment of the host country, taking into account the mathematical education. Our purpose is to develop a methodology of multilingual support of mathematical courses in the host country to improve the effectiveness of students’ academic mobility using e-learning tools. Materials and Methods. The basis of the research was methods of system analysis and descriptive and analytical methods, primarily experimen

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Lee, Seung Chun. "A post-mortem on the Malaysian content-based instruction initiative." Journal of Asian Pacific Communication 24, no. 1 (2014): 41–59. http://dx.doi.org/10.1075/japc.24.1.03lee.

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This is a post-mortem on Malaysian TeSME (Teaching of Science and Mathematics in English) program based on its comparison with Canadian immersion programs. Malaysia and Canada have some common sociological aspects such as the size of population, the ratio of indigenous people and immigrants, and multilingual contexts. It also has in common various core elements in the set of criteria proposed by Swain and Johnson (1997) to define a prototypical immersion program. Thus, the lessons Canadians have learned from immersion may be seen as significant guiding light for TeSME and other attempts of con

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Schüler-Meyer, Alexander, Susanne Prediger, Taha Kuzu, Lena Wessel, and Angelika Redder. "Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding." International Journal of Science and Mathematics Education 17, no. 2 (2017): 317–39. http://dx.doi.org/10.1007/s10763-017-9857-8.

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19

Kekeeva, Zinaida, Zamira Dorzhinova, and Gulshat Abugalieva. "The problem of educating multilingual person in Kazakhstani university." E3S Web of Conferences 210 (2020): 18084. http://dx.doi.org/10.1051/e3sconf/202021018084.

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The topic of this paper considers multilingualism to have many social, psychological and lifestyle advantages for younger generation. Problem Statement. The article analyses the emphasis on multilingual education in Kazakhstan universities. Educators in Kazakhstan know the value of being multilingual and promote learning several languages because it will have positive cultural impacts on students. Purpose of the Study. This study is aimed at investigating a set of problems of forming a multilingual person in educational system in Kazakhstan and conducting an experiment for educating multilingu

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SINHA, Sweta. "Fuzzy Logic Based Teaching/Learning of a Foreign Language in Multilingual Situations." Acta Linguistica Asiatica 7, no. 2 (2017): 71–84. http://dx.doi.org/10.4312/ala.7.2.71-84.

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The concept of Fuzzy Logic (FL) has gained momentum in areas of artificial intelligence and allied researches because of its absolute ability to present efficient solutions to real life problems. Contrary to the paradigmatic approach to the solutions of being either absolutely true or false [0 or 1] the fuzzy sets provide a range of possible outputs with error prone inputs which are vague and inaccurate using linguistic objects instead of mere mathematical numbers. A multilingual situation poses a similar challenge for a language teacher/learner where languages exist in continuum. Learners wit

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Babich, Irina M., Vera K. Omarova, Aliya A. Baratova, and Natalia I. Churkina. "Integration of IBL and CLIL in Preparing Prospective Teachers for Teaching Natural Sciences in Multilingual Environment." Integration of Education 25, no. 2 (2021): 304–20. http://dx.doi.org/10.15507/1991-9468.103.026.202102.304-320.

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Introduction. The relevance of the problem of preparing prospective teachers of natural sciences for teaching in several languages is determined by the social need of society. Insufficient practical training of young specialists requires the search for effective methods to help solve the problem. The aim of the research was to study the impact of the integration of IBL and CLIL methods on the quality of prospective teachers’ preparation to teach science subjects (taking Chemistry as an example) in English. The integration of CLIL and IBL methods is proposed to prepare prospective teachers of n

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Kambarova, Zh T., and A. K. Tussupbekova. "Features of using CLIL approach in teaching natural scientific disciplines in the framework of implementation of multilingual education of students." Bulletin of the Karaganda University. "Physics" Series 98, no. 2 (2020): 127–35. http://dx.doi.org/10.31489/2020ph2/127-135.

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Language education through the study of language disciplines and the teaching of mathematical and natural scientific disciplines in a foreign language is the main mechanism for the practical implementation of multilingual education in The Republic of Kazakhstan. This article presents a experience of implementing CLIL technology in teaching natural scientific disciplines at the faculty of physics and technology of Karaganda State University named after academician Y.A. Buketov. The influence of the Content and language integrated learning (CLIL) method on the learning the «Computer methods in P

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23

Kazima, Mercy. "Mother tongue policies and mathematical terminology in the teaching of mathematics." Pythagoras, no. 67 (October 11, 2008). http://dx.doi.org/10.4102/pythagoras.v0i67.74.

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The Department of Education in South Africa advocates collaborative and constructivist learning; however, observations indicate that little discussion occurs in most multilingual mathematics classes. In this paper we draw on a pilot study set in the Eastern Cape where teachers were introduced to the theory and practice of exploratory talk, and then tasked to perform an action research project on introducing discussion in their own multilingual mathematics classrooms. The results of the study suggest some successes in terms of teachers initiating exploratory talk and highlight the fact that the

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Setati, Mamokgethi, Terence Molefe, and Mampho Langa. "Using language as a transparent resource in the teaching and learning of mathematics in a Grade 11 multilingual classroom." Pythagoras, no. 67 (October 11, 2008). http://dx.doi.org/10.4102/pythagoras.v0i67.70.

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In this paper, we draw on a study conducted in Grade 11 classrooms to explore how the learners’ home languages can be used for teaching and learning mathematics in multilingual classrooms in South Africa. This report is part of a wider study that is still in progress. Based on an analysis of data collected through lesson observations in a Grade 11 class and learner interviews we argue for the deliberate, proactive and strategic use of the learners’ home languages as a transparent resource in the teaching and learning of mathematics in multilingual classrooms. Such use of the languages will ens

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Dicker, Anne-Mari. "Teaching Mathematics in Foundation Phase Multilingual Classrooms: Teachers’ Challenges and Innovations." INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES 08, no. 01 (2015). http://dx.doi.org/10.31901/24566322.2015/08.01.07.

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Kazima, Mercy, and Jill Adler. "Mathematical knowledge for teaching: Adding to the description through a study of probability in practice." Pythagoras, no. 63 (October 20, 2006). http://dx.doi.org/10.4102/pythagoras.v0i63.108.

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In their description of the mathematical work of teaching, Ball, Bass & Hill (2004) describe the mathematical problem solving that teachers do as they go about their work. In this paper we add to this description through our study of teaching of probability in a grade 8 multilingual classroom in South Africa. We use instances of teaching to highlight the mathematical problem solving that teachers might face as they work with learners’ ideas, both expected and unexpected. We discuss the restructuring of tasks as an inevitable feature of teachers’ work, and argue that in addition to scaling

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Naidoo, Jayaluxmi. "Exploring Some Teaching Strategies that Overcome Challenges Created by the Language of Instruction within Multilingual Mathematics Classrooms." INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES 10, no. 02 (2015). http://dx.doi.org/10.31901/24566322.2015/10.02.01.

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Tai, Kevin W. H., and Li Wei. "The affordances of iPad for constructing a technology-mediated space in Hong Kong English medium instruction secondary classrooms: A translanguaging view." Language Teaching Research, July 26, 2021, 136216882110278. http://dx.doi.org/10.1177/13621688211027851.

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Despite the widespread use of mobile digital devices such as iPads in teaching and learning, there is little research on the ways in which content teachers make use of the technological affordances of the iPad to achieve pedagogical goals in bilingual/multilingual classrooms. This article adopts translanguaging as an analytical perspective to explore how the use of the iPad extends the semiotic and spatial repertoires for enabling the English Medium Instruction (EMI) teacher to create a translanguaging space for supporting multilingual students’ learning of new academic knowledge. The data for

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29

"Language teaching." Language Teaching 39, no. 4 (2006): 265–72. http://dx.doi.org/10.1017/s0261444806213855.

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06–622Al-Issa, Ali (College of Sharia and Law, Sultanate of Oman), The role of English language culture in the Omani language education system: An ideological perspective. Language, Culture and Curriculum (Multilingual Matters) 18.3 (2005), 258–270.06–623Aline, David (Kanagawa U, Japan) & Yuri Hosoda, Team teaching participation patterns of homeroom teachers in English activities classes in Japanese public elementary schools. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 5–21.06–624Arkoudis, Sophie (U Melbourne, Australia; s.arkoudis@unimelb.edu.au), Fusing pedagogic

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"Language teaching." Language Teaching 40, no. 1 (2007): 45–49. http://dx.doi.org/10.1017/s0261444806214113.

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07–01Arkoudis, Sophie (U Melbourne, Australia; s.arkoudis@unimelb.edu.au), Fusing pedagogic horizons: Language and content teaching in the mainstream. Linguistics and Education (Elsevier) 16.2 (2005), 173–187.07–02Barwell, Richard (U Bristol, UK; richard.barwell@bris.ac.uk), Integrating language and content: Issues from the mathematics classroom. Linguistics and Education (Elsevier) 16.2 (2005), 205–218.07–03Cheng, An Chung (U Toledo, USA) & Clara C. Mojica-Diaz, The effects of formal instruction and study abroad on improving proficiency: The case of the Spanish subjunctive. Applied Langua

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Tai, Kevin W. H., and L. I. Wei. "Constructing Playful Talk through Translanguaging in English Medium Instruction Mathematics Classrooms." Applied Linguistics, November 27, 2020. http://dx.doi.org/10.1093/applin/amaa043.

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Abstract Recent studies on English-Medium-Instruction (EMI) classroom interaction have begun to look at the role of translanguaging as a pedagogical practice in supporting participants to exploit multilingual and multimodal resources to facilitate content teaching and learning. The present study contributes to this growing body of literature by focusing on playful talk in multiple languages and modalities in EMI mathematics classrooms in a secondary school in Hong Kong. Based on the data collected from a linguistic ethnography, we analyze how the teacher constructs playful talk in order to ach

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Admin, Admin. "Editoria;." Bangladesh Journal of Integrated Thoughts 13, no. 19 (2020). http://dx.doi.org/10.52805/bjit.v13i19.163.

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It is a pleasure to write the editorial for the current volume of Bangladesh Journal of Islamic Thought (BJIT). BJIT being a multilingual journal, the articles of this issue are written in different languages—three in English, one in Bangla and one in Arabic. Mathematics is the very important discipline of knowledge which has a minimal bias and strong sense in ethical orientation. Nor Jannah Hassan et al. in her article titled “Inculcating Islamic Manners through Mathematics Courses for Students with Visual Impairments” highlights the importance of Islamic faith which forms the foundation of g

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"Bilingual education & bilingualism." Language Teaching 40, no. 1 (2007): 68–79. http://dx.doi.org/10.1017/s0261444806264115.

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07–91Almaguer, Isela (The U Texas-Pan American, USA), Effects of dyad reading instruction on the reading achievement of Hispanic third-grade English language learners. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 509–526.07–92Almarza, Dario J. (U Missouri-Columbia, USA), Connecting multicultural education theories with practice: A case study of an intervention course using the realistic approach in teacher education. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 527–539.07–93Arkoudis, Sophie (U Melbourne, Austra

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Pokhrel, Hari Prasad. "Editorial Vol.1." Siddhajyoti Interdisciplinary Journal 1 (January 30, 2020). http://dx.doi.org/10.3126/sij.v1i0.34920.

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Siddajyoti Education Campus (SJEC) is a community campus located at Kamalamai Municipality-5, Phosretar, a rural area of Sindhuli district. The campus is affiliated with Tribhuvan University, and managed by the local community envisioning to stand as one of the leading academic institutions in the country for quality education and promoting research activities. It follows the rules, regulations, guidelines, curriculum, examination system, and other academic norms of Tribhuvan University. The campus enrolls and provides support to the students of rural areas in this region particularly Chhori (

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Vorster, Hannatjie. "Investigating a scaffold to code‐switching as strategy in multilingual classrooms." Pythagoras, no. 67 (October 11, 2008). http://dx.doi.org/10.4102/pythagoras.v0i67.72.

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There is an urgent need to find strategies to assist multilingual learners who are taught by means of English as the language of teaching and learning (LoLT) in coping with subject matter, especially as learners show different levels of English proficiency. One important strategy is code‐switching. The possibility of using a glossary, notes and tests given in English and Setswana as scaffold for the code‐switching, was investigated in a qualitative study. An intervention was launched in a region where the main language is Setswana. Two schools participated in the study, one school in a rural a

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