Titlebook: Mathematics Education and Language Diversity; The 21st ICMI Study Richard Barwell,Philip Clarkson,Martha Villavicenc Book‘‘‘‘‘‘‘‘ 2016 The

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New ICMI Study Serieshttp://image.papertrans.cn/m/image/626757.jpg

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Impact of Differing Grammatical Structures in Mathematics Teaching and Learning,on and other languages that are used in classrooms. Mathematics is understood to operate in and through language, and different languages offer different resources with which to do this. This chapter considers the nature of the mathematics that is made possible by the linguistic expressions of diffe

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Mathematics Education in Multilingual Contexts for the Indigenous Population in Latin America,e imposition of Spanish and Portuguese, the languages of the colonial powers. The historical process of Indigenous education was rooted in the colonial project assimilation. A recent move towards the acknowledgement of linguistic and cultural diversity has opened spaces for new discussions about edu

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Challenges and Opportunities for Second Language Learners in Undergraduate Mathematics,ch 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 s

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,Mathematics in the Hands of Deaf Learners and Blind Learners: Visual–Gestural–Somatic Means of Dointhematics. We begin by summarizing how visual–gestural–somatic expressions, as compared to spoken and written language forms, have been devalued or even, in the case of the signed languages of the deaf, excluded from educational policies and instruction. Drawing from Vygotsky’s work and from embodie

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Student Agency and Counter-Narratives in Diverse Multilingual Mathematics Classrooms: Challenging Dn mathematical activity have often been examined from deficit perspectives. Mathematics education research is in great need of counter-narratives to such prevailing deficit assumptions so that we can see how such learners productively use existing resources to engage in mathematics. In this chapter