\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2016e.00232}
\itemau{Essien, Anthony A.; Adler, Jill}
\itemti{Operationalising Wenger's communities of practice theory for use in multilingual mathematics teacher education contexts.}
\itemso{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). 173-193 (2016).}
\itemab
Summary: In this chapter, we draw substantially on {\it E. Wenger}'s Communities of Practice (CoP) theory [Communities of practice: learning, meaning, and identity. Cambridge: Cambridge University Press (1998)] to develop and then propose a methodological approach for analyzing pre-service mathematics teacher education multilingual classrooms. The approach emerged in {\it A. A. Essien}'s study [Preparing pre-service mathematics teachers for teaching in multilingual classrooms: a community of practice perspective. Johannesburg: University of the Witwatersrand (PhD Thesis) (2013)] that investigated how pre-service mathematics teachers were being prepared to teach mathematics in multilingual contexts. Like many others in mathematics education, the theoretical frame for the study drew from a disciplinary domain in the social sciences to investigate the teaching and learning of mathematics.
\itemrv{~}
\itemcc{C59 C79}
\itemut{community of practice; multilingual teachers; pre-service teachers}
\itemli{doi:10.1007/978-94-6300-229-5\_12}
\end