Challenges and Opportunities for Second Language Learners in Undergraduate Mathematics

In this chapter, we describe challenges and opportunities that second language learners face in undergraduate mathematics programs. The presence of such students is nowadays common in many undergraduate courses due to migration, student mobility, and other factors. We provide examples of various mul...

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Published inMathematics Education and Language Diversity pp. 85 - 101
Main Authors Durand-Guerrier, Viviane, Kazima, Mercy, Libbrecht, Paul, Ngansop, Judith Njomgang, Salekhova, Leila, Tuktamyshov, Nail, Winsløw, Carl
Format Book Chapter
LanguageEnglish
Published Switzerland Springer International Publishing AG 2015
Springer International Publishing
Springer, Cham
SeriesNew ICMI Study Series
Subjects
Education
Foreign Student
History and Overview
Humanities and Social Sciences
Immigrant Student
Language Learner
Mathematical Notation
Mathematics
Official Language
Teaching of a specific subject
Teaching skills & techniques
second language learners
undergraduate students
mathematics education
multilingual contexts
Online AccessGet full text
ISBN331914510X
9783319145105
ISSN1387-6872
2215-1745
DOI10.1007/978-3-319-14511-2_5

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Abstract In this chapter, we describe challenges and opportunities that second language learners face in undergraduate mathematics programs. The presence of such students is nowadays common in many undergraduate courses due to migration, student mobility, and other factors. We provide examples of various multilingual contexts at the university level, summarize insights from international research on this topic, and present emergent proposals for helping students to overcome these challenges. This chapter highlights the importance of continuing research on the topic of second language learners in undergraduate mathematics courses so that we can offer research-based approaches to improve undergraduate mathematics teaching in multilingual contexts. This chapter will support the mathematics education research community involved in advanced mathematics, as well as instructors and policy makers, to develop awareness of the issues involved in undergraduate mathematics learning and teaching for second language learners.
AbstractList In this chapter, we describe the challenges and opportunities (related to mastery of the language of instruction) that second language learners face in undergraduate mathematics programs. The presence of such students is nowadays very common in many undergraduate courses due to migration, student mobility, and other factors. We provide examples of various multilingual contexts at the university level, summarize insights from international research on this topic, and present emergent proposals for helping students to overcome these challenges. This chapter highlights the importance of continuing research on the topic of second language learners in undergraduate mathematics courses so that we can offer research based approaches to improve undergraduate mathematics teaching in multilingual contexts. This chapter will provide the mathematics education research community involved in advanced mathematics, as well as instructors and policy makers, to become aware of the issues involved in undergraduate mathematics learning and teaching for second language learners.
In this chapter, we describe challenges and opportunities that second language learners face in undergraduate mathematics programs. The presence of such students is nowadays common in many undergraduate courses due to migration, student mobility, and other factors. We provide examples of various multilingual contexts at the university level, summarize insights from international research on this topic, and present emergent proposals for helping students to overcome these challenges. This chapter highlights the importance of continuing research on the topic of second language learners in undergraduate mathematics courses so that we can offer research-based approaches to improve undergraduate mathematics teaching in multilingual contexts. This chapter will support the mathematics education research community involved in advanced mathematics, as well as instructors and policy makers, to develop awareness of the issues involved in undergraduate mathematics learning and teaching for second language learners.
Author Salekhova, Leila
Libbrecht, Paul
Winsløw, Carl
Durand-Guerrier, Viviane
Ngansop, Judith Njomgang
Kazima, Mercy
Tuktamyshov, Nail
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Copyright The Author(s) 2016, Open Access This book was originally published with exclusive rights reserved by the Publisher in 2015 and was licensed as an open access publication in March 2021 under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence and indicate if changes were made.The images or other third party material in this chapter are included in the chapter's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the chapter's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder
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mathematics education
multilingual contexts
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Snippet In this chapter, we describe challenges and opportunities that second language learners face in undergraduate mathematics programs. The presence of such...
In this chapter, we describe the challenges and opportunities (related to mastery of the language of instruction) that second language learners face in...
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SubjectTerms Education
Foreign Student
History and Overview
Humanities and Social Sciences
Immigrant Student
Language Learner
Mathematical Notation
Mathematics
Official Language
Teaching of a specific subject
Teaching skills & techniques
Title Challenges and Opportunities for Second Language Learners in Undergraduate Mathematics
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