Tensions in Teaching Mathematics in Contexts of Language Diversity

Throughout the literature on mathematics teaching in multilingual, bilingual or second language classrooms and other contexts of language diversity, there has been a shift from thinking in terms of deficits and barriers to a discourse of dilemmas and tensions. While this work has highlighted the com...

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Published inMathematics Education and Language Diversity pp. 175 - 192
Main Authors Barwell, Richard, Chapsam, Lim, Nkambule, Thulisile, Phakeng, Mamokgethi Setati
Format Book Chapter
LanguageEnglish
Published Switzerland Springer International Publishing AG 2015
Springer International Publishing
SeriesNew ICMI Study Series
Subjects
Centrifugal Force
Immigrant Student
Language Policy
Mathematics Classroom
Mathematics Teacher
Teaching of a specific subject
Teaching skills & techniques
Online AccessGet full text
ISBN331914510X
9783319145105
ISSN1387-6872
2215-1745
DOI10.1007/978-3-319-14511-2_10

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Abstract Throughout the literature on mathematics teaching in multilingual, bilingual or second language classrooms and other contexts of language diversity, there has been a shift from thinking in terms of deficits and barriers to a discourse of dilemmas and tensions. While this work has highlighted the complexity of multilingual mathematics classrooms, it has so far been largely descriptive in nature. This chapter draws on a theoretical perspective based on Bakhtin (The dialogic imagination: Four essays, Austin, TX) that explains how these tensions arise. We develop these ideas through four cases, through which we examine the relationship between different language-related tensions and the classroom contexts in which they arise, focusing particularly on the teacher’s role in mediating these tensions in classroom practice.
AbstractList Throughout the literature on mathematics teaching in multilingual, bilingual or second language classrooms and other contexts of language diversity, there has been a shift from thinking in terms of deficits and barriers to a discourse of dilemmas and tensions. While this work has highlighted the complexity of multilingual mathematics classrooms, it has so far been largely descriptive in nature. This chapter draws on a theoretical perspective based on Bakhtin (The dialogic imagination: Four essays, Austin, TX) that explains how these tensions arise. We develop these ideas through four cases, through which we examine the relationship between different language-related tensions and the classroom contexts in which they arise, focusing particularly on the teacher’s role in mediating these tensions in classroom practice.
Author Barwell, Richard
Chapsam, Lim
Nkambule, Thulisile
Phakeng, Mamokgethi Setati
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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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SubjectTerms Centrifugal Force
Immigrant Student
Language Policy
Mathematics Classroom
Mathematics Teacher
Teaching of a specific subject
Teaching skills & techniques
Title Tensions in Teaching Mathematics in Contexts of Language Diversity
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