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Purposefully relating multilingual registers: building theory and teaching strategies for bilingual learners based on an integration of three traditions. (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, 193-215 (2016).
Summary: Starting from revisiting three traditions of reflecting on linguistic transitions between registers and representations, we suggest the integrated approach of purposefully relating registers. The result is likely to enhance language-sensitive teaching strategies in multilingual classrooms that aim at conceptual understanding. Two empirical snapshots from design experiments illustrate this potential for teaching and learning mathematics.
Classification: C50 D40 C30
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