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Classroom Research on Mathematics and Language: Seeing Learners and Teachers Differently [Kõva köide]

Edited by (Universitat Autònoma de Barcelona), Edited by (University College London, United Kingdom.), Edited by (Leibniz University Hannover, Germany.)
  • Formaat: Hardback, 224 pages, kõrgus x laius: 234x156 mm, kaal: 453 g, 13 Tables, black and white; 13 Line drawings, black and white; 16 Halftones, black and white; 29 Illustrations, black and white
  • Sari: European Research in Mathematics Education
  • Ilmumisaeg: 23-Mar-2021
  • Kirjastus: Routledge
  • ISBN-10: 0367203200
  • ISBN-13: 9780367203207
Teised raamatud teemal:
Classroom Research on Mathematics and Language: Seeing Learners and Teachers DifferentlySuurem pilt
  • Formaat: Hardback, 224 pages, kõrgus x laius: 234x156 mm, kaal: 453 g, 13 Tables, black and white; 13 Line drawings, black and white; 16 Halftones, black and white; 29 Illustrations, black and white
  • Sari: European Research in Mathematics Education
  • Ilmumisaeg: 23-Mar-2021
  • Kirjastus: Routledge
  • ISBN-10: 0367203200
  • ISBN-13: 9780367203207
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780367203207.html
Märksõnad:
This book offers an international perspective on the current and future state of the research, focusing, in particular, on the role and use of language in mathematics school teaching and learning. It focuses on the development of a unified view of the languages of the learners, of the teachers and of mathematics by considering the role of language in the learning, teaching and doing of mathematics in the classroom, and the current richness and plurality of language and culture.

The contributions in this volume combine to show how views of language and of language research in mathematics education have changed significantly in recent decades, and how they will continue to change and become even more complex and challenging in the era of diversity. All of these contributions by leading scholars are grouped into two sections for emphasis on issues of:

Theorising the complexity of language in mathematics teaching and learning

Opening spaces of learning with mathematics classroom research on language

This book will be of great interest to mathematics teachers, teacher educators, curriculum developers and mathematics education researchers who deal with the study and implementation of pedagogies of mathematics teaching and learning, specifically in regions of the world which are culturally and sociolinguistically diverse.
SECTION I Theorising the complexity of language in mathematics teaching
and learning
1. Developing a perspective on multiplicity in the study of
language in mathematics classrooms
2. Language, paralinguistic phenomena and
the (same-old) mathematics register
3. Bewitched by language: Questions on
language for mathematics education research
4. Learners language in
mathematics classrooms: What we know and what we need to know
5. Content and
context specificity matter in the how of language responsive mathematics
teacher professional development
6. Conceptualising and researching
mathematics classrooms as sites of communication SECTION II Opening spaces of
learning with mathematics classroom research on language
7. The role of
mathematical vocabulary in moving from the particular to the general with
visual
8. Mathematics through play: The influence of adult intervention on
young childrens shifts between play and mathematical discourses
9.
Multilingual mathematics learning from a dialogic-translanguaging perspective
10. Quality dimensions for activation and participation in
language-responsive mathematics classrooms
11. Real-world contexts in the
mathematics classroom and their impact on the pupils language and
mathematical learning
12. Preservice teachers learning from teaching
mathematics in multilingual classrooms
Núria Planas is Professor of Mathematics Education at the School of Education of Universitat Autònoma de Barcelona in Catalonia, Spain. Her classroom research and developmental work lie within the domain of multilingual mathematics teaching and learning.

Candia Morgan is Professor of Mathematics Education at Institute of Education, University College London in England, UK. Her research critically focuses on the nature of mathematical communication within different practices of mathematics and mathematics education.

Marcus Schütte is Professor at the Institute of Special Education, Leibniz University Hannover in Germany. His research focuses on language-related forms of mathematical learning processes in the primary school with the main focus on classroom interaction.