By J.B. Adler
The writer captures 3 inter-related dilemmas that lie on the middle of educating arithmetic in multilingual study rooms: code-switching, mediation, and transparency. She presents a pointy research and robust theoretical grounding, pulling jointly study regarding the connection among language and arithmetic, speaking arithmetic, and arithmetic in bi-/multilingual settings and gives a right away problem to dominant learn on communique in arithmetic school rooms.
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Extra info for Teaching Mathematics in Multilingual Classrooms
Sample text
On the contrary, I am continually invigorated by the extent of human agency in the country that confounds analysts of doom. Instances of progress and transformation, small and large, are in evidence across the country. These are seldom the subject of media attention and COMPLEXITY AND DIVERSITY 23 hence less publicised. My purpose in reminding readers of the extent of apartheid’s legacy is that such a backdrop is important to the full meaning of the stories told in this book. New language-in-education and curriculum policy are being mapped onto an environment of inequality, diversity and significant fiscal constraint.
Cultural diversity is to be preserved and valued through the maintenance and development of the range of spoken languages in the country, and learning and teaching is to be facilitated as learners draw on their languages as social thinking tools. Moreover, learners are to add new language(s) to their repertoires, and not subtract out their main language. Additive multilingualism is advocated ideologically and pedagogically, and is indeed ‘progressive’. It resonates with and reflects policy research elsewhere (JET, 1997).
At the same time changes like urban drift create development problems in both urban and non-urban areas arising from lack of investment, a lack of human and institutional capacity, and a range of social issues in education, housing and welfare. 3 Languages-in-use The 1996 Census also provides an analysis of “home language by province”. 6% of the entire population gave English as their primary or main language. 2%). The remaining five recognised and spoken African languages are constituted by smaller numbers who claim these as their main language.
