Discussion document for the tweenty-first ICMI study mathematics education and language diversity

DOI10.4171/LEM/56-1-8MaRDI QIDQ993660zbMATH OpenFDO

Authors

Publication date 20 September 2010

Published in L'Enseignement Mathématique. 2e Série (Search for Journal in Brave)

Full work available at URL https://doi.org/10.4171/LEM/56-1-8

Mathematics Subject Classification ID

Methodology of mathematics (00A35)

Review text

From the summary: Around the world, mathematics is learned and taught in situations on language diversity. Whether through historical multilingualism, migration, colonization, globalisation or other factors, mathematics classrooms frequently involve multiple language use, learning through second or additional languages, learning through minority or oppressed languages, or through majority or dominant languages. Increasing recognition and awareness of this long-standing reality have led to a growing body of research that seeks to understand the relationship between different facets of languages diversity and mathematics learning and teaching. It is time to review this work critically, consider implications for mathematics classroom practices, and set an agenda for future research.

Recommendations

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Cited in

(3)

• Teaching Math: a national matter or not
• Towards equity in mathematics education. Gender, culture, and diversity
• Mathematics education and language diversity. The 21st ICMI study

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