id: 06606336
dt: a
an: 2016e.00534
au: Farsani, Danyal
ti: Complementary functions of learning mathematics in complementary schools.
so: Halai, Anjum (ed.) et al., Teaching and learning mathematics in
multilingual classrooms. Issues for policy, practice and teacher
education. Rotterdam: Sense Publishers (ISBN 978-94-6300-228-8/hbk;
978-94-6300-227-1/pbk; 978-94-6300-229-5/ebook). 227-247 (2016).
py: 2016
pu: Rotterdam: Sense Publishers
la: EN
cc: E40 C50
ut: language of mathematics; bilingual students
ci:
li: doi:10.1007/978-94-6300-229-5_15
ab: Summary: Mathematics is believed by some to be a universal language that
all human beings share. In this school of thought, mathematics has its
own particular syntax, genre and ways of argumentation. For example it
is commonly believed doing arithmetic is the same regardless of whether
one is performing arithmetic in Chinese, Farsi or in English. However
although the result is the same, the linguistic support that is behind
the arithmetic process is not necessarily identical.
rv: