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Operationalising Wenger’s communities of practice theory for use in multilingual mathematics teacher education contexts. (English)
Halai, Anjum (ed.) et al., Teaching and learning mathematics in multilingual classrooms. Issues for policy, practice and teacher education. Rotterdam: Sense Publishers (ISBN 978-94-6300-228-8/hbk; 978-94-6300-227-1/pbk; 978-94-6300-229-5/ebook). 173-193 (2016).
Summary: In this chapter, we draw substantially on {\it E. Wenger}’s Communities of Practice (CoP) theory [Communities of practice: learning, meaning, and identity. Cambridge: Cambridge University Press (1998)] to develop and then propose a methodological approach for analyzing pre-service mathematics teacher education multilingual classrooms. The approach emerged in {\it A. A. Essien}’s study [Preparing pre-service mathematics teachers for teaching in multilingual classrooms: a community of practice perspective. Johannesburg: University of the Witwatersrand (PhD Thesis) (2013)] that investigated how pre-service mathematics teachers were being prepared to teach mathematics in multilingual contexts. Like many others in mathematics education, the theoretical frame for the study drew from a disciplinary domain in the social sciences to investigate the teaching and learning of mathematics.
Classification: C59 C79
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