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Lieferstatus:	i.d.R. innert 14-24 Tagen versandfertig
Veröffentlichung:	Juni 2001
Genre:	Psychologie / Pädagogik
	C / Cognition & cognitive psychology / Education / Instruction / Instructional Psychology / Language and education / Language Education / Language teaching & learning / Learning / Learning & Instruction / Mathematics / Mathematics Education / Mathematics—Study and teaching / teacher training / Teaching / Teaching and Teacher Education / Teaching skills & techniques
ISBN:	9780792370796
EAN-Code:	9780792370796
Verlag:	Springer Netherlands
Einband:	Gebunden
Sprache:	English
Serie:	#26 - Mathematics Education Library
Dimensionen:	H 241 mm / B 160 mm / D 16 mm
Gewicht:	465 gr
Seiten:	196
Zus. Info:	HC runder Rücken kaschiert
Bewertung:	Titel bewerten / Meinung schreiben

Inhalt:

Increasingly, teachers all over the world are grappling on a daily basis with the fact of multilingual classrooms. In this book, Jill Adler captures three inter-related dilemmas that lie at the heart of teaching mathematics in multilingual classrooms. Adler's identification and naming of the dilemma of code-switching, the dilemma of mediation, and the dilemma of transparency, arise from exploring the realities of actual classrooms, and are shaped by a perspective of teaching as a social practice. Adler provides a sharp analysis and strong theoretical grounding for her work, pulling together research related to the relationship between language and mathematics, communicating mathematics, and mathematics in bi-/multilingual settings. In so doing, she offers a direct challenge to dominant research on communication in mathematics classrooms that has `othered' the multilingual setting in its normalisation of the monolingual classroom. The `norm' is a multicultural one. Set in contemporary South Africa - a context of linguistic diversity and rapid change - this book offers a spotlight whose beam is wide enough to illuminate dilemmas at work in all mathematics classrooms.