id: 06675724
dt: a
an:
au: Barwell, Richard; Pimm, David
ti: Bakhtin and some dilemmas of mathematics-language.
so: Phakeng, Mamokgethi (ed.) et al., Mathematics education in a context of
inequity, poverty and language diversity. Giving direction and
advancing the field. Cham: Springer (ISBN 978-3-319-38823-6/hbk;
978-3-319-38824-3/ebook). 7-18 (2016).
py: 2016
pu: Cham: Springer
la: EN
cc: C50
ut:
ci:
li: doi:10.1007/978-3-319-38824-3_2
ab: Summary: Throughout much of her work, Jill Adler’s abiding interest has
lain in the political implications of language in practice in
mathematics classrooms, not solely because of the cultural importance
ascribed to success in mathematics, but also because of there being
some specific interactions of significance to be found within
mathematics-language, our equally weighted hybrid term coined to signal
their unseparateness. In the closing chapter of her 2001 book, she
offers a number of questions that remain relevant fifteen years later:
“If the costs of obtaining meaningful mathematical communication are
so high, can they possibly be made widely available? Or does meaningful
mathematics conversation as a route to mathematical learning, become,
however unintentionally, the preserve of the privileged few? Expressed
in more political terms: in whose interests is the dominant
construction of mathematically rich and meaningful communication?” In
this chapter, we explore these questions. To do so, we critically
review some key ideas in Adler’s work, notably the concepts of
dilemma and resource in relation to language. Our review of these ideas
is informed by and elaborated through a Bakhtinian theoretical
perspective.
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