id: 06675723
dt: a
an:
au: Phakeng, Mamokgethi; Essien, Anthony A.
ti: Adler’s contribution to research on mathematics education and language
diversity.
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). 1-6 (2016).
py: 2016
pu: Cham: Springer
la: EN
cc: A30 D20 C50
ut:
ci:
li: doi:10.1007/978-3-319-38824-3_1
ab: Summary: Research on the relationship between language and mathematics
learning is recent ‒ it only took off after the 1974 UNESCO Symposium
that was held in Nairobi focusing on the “Interactions between
linguistics and mathematical education”. This area of study has seen
growth since then and Jill Adler’s work has contributed much. This
chapter explores Adler’s journey and its contribution to research on
mathematics and language diversity. We begin the chapter with a
description of the genesis of the journey and highlight two of her main
contributions to research in this area of study. From these discussions
we draw our main argument that the contributions were shaped by three
interrelated factors: Jill’s consistent focus on the problem of
practice in multilingual mathematics classrooms, the theoretical
frameworks and methodologies she used, as well as the timing and
context of her research.
rv: