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Tensions in teaching mathematics in contexts of language diversity. (English)
Barwell, Richard (ed.) et al., Mathematics education and language diversity. The 21st ICMI study. Cham: Springer (ISBN 978-3-319-14510-5/hbk; 978-3-319-14511-2/ebook). New ICMI Study Series, 175-192 (2016).
Summary: Throughout the literature on mathematics teaching in multilingual, bilingual or second language classrooms and other contexts of language diversity, there has been a shift from thinking in terms of deficits and barriers to a discourse of dilemmas and tensions. While this work has highlighted the complexity of multilingual mathematics classrooms, it has so far been largely descriptive in nature. This chapter draws on a theoretical perspective based on {\it M. M. Bakhtin} [The dialogic imagination: Four essays. Austin, TX: University of Texas Press (1981)] that explains how these tensions arise. We develop these ideas through four cases, through which we examine the relationship between different language-related tensions and the classroom contexts in which they arise, focusing particularly on the teacher’s role in mediating these tensions in classroom practice.
Classification: C50 C70
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