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Adler’s contribution to research on mathematics education and language diversity. (English)
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).
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.
Classification: A30 D20 C50
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