
06606328
a
2016e.00202
Prediger, Susane
Kr\"ageloh, Nadine
``$x$arbitrary means any number, but you do not know which one''. The epistemic role of languages while constructing meaning for the variable as generalizers.
Halai, Anjum (ed.) et al., Teaching and learning mathematics in multilingual classrooms. Issues for policy, practice and teacher education. Rotterdam: Sense Publishers (ISBN 9789463002288/hbk; 9789463002271/pbk; 9789463002295/ebook). 89108 (2016).
2016
Rotterdam: Sense Publishers
EN
C50
E40
H20
H30
language challenges
mathematical language
multilingual students
communication
monolingual students
doi:10.1007/9789463002295_7
Summary: Language challenges in mathematics classrooms do not only appear for multilingual students (including bilinguals, and in Europe mostly immigrant students), but also for monolingual learners with underprivileged socioeconomic background. As only 4\% of students have immigrated to Germany themselves, almost all monolingual and multilingual students grew up in Germany and have developed good basic interpersonal communication skills.