Correction to: Mathematics Education and Language Diversity

Barwell, Richard; Clarkson, Philip; Halai, Anjum; Kazima, Mercy; Moschkovich, Judit; Planas, Núria; Setati-Phakeng, Mamokgethi; Valero, Paola; Ubillús, Martha Villavicencio

doi:10.1007/978-3-319-14511-2_16

Cited by 3 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The loss of cultural mathematics and its use in understanding school mathematics is also evident. Teachers did not have access to national or international research on the strengths of learning and understanding mathematics in home languages or learning in multilingual situations [23,31,33,[107][108][109][110]. Expertise was not readily available for ongoing professional development.…”

Section: Early Childhood and Early School Self-instruction Unitmentioning

confidence: 99%

The Role of Mathematics Teacher Education in Overcoming Narrow Neocolonial Views of Mathematics

Owens

2023

Education Sciences

View full text Add to dashboard Cite

Over the past 30 years, teacher education has changed to incorporate a larger emphasis on understanding students’ sociocultural backgrounds, knowing that these influence their learning. However, in terms of mathematics and mathematics education in teacher education, less has been done to recognise the sociocultural mathematics backgrounds of students. An example is provided to show how entrenched colonial attitudes to mathematics have developed into neocolonial policies that influence mathematics education. This example is based on a large historic research project in Papua New Guinea (PNG) that aimed to document and analyse the nature of mathematics education from tens of thousands of years ago to the present. Data sources varied from records of first contact and later records, archaeology, oral histories, language analyses, lived experiences, memoirs, government documents, field studies, and previous research especially doctoral studies. The impacts of colonisation, post-colonial aid and globalisation on mathematics education have been analysed, establishing an understanding of the current status of mathematics education as neocolonial. Neocolonial education policies diminish cultural ways of thinking. Thus, teacher education has an important role in sensitizing preservice and inservice teachers to the impact of neocolonial approaches as well as in developing with students some ways of reducing this impact and encouraging more holistic, culturally relevant mathematics education.

show abstract

Section: Early Childhood and Early School Self-instruction Unitmentioning

confidence: 99%

The Role of Mathematics Teacher Education in Overcoming Narrow Neocolonial Views of Mathematics

Owens

2023

Education Sciences

View full text Add to dashboard Cite

show abstract

“…During the last decades, we can observe that there are many studies that deal with the relationship between mathematics and language, and if we add to this combination other phenomena such as multilingualism, bilingualism and translanguaging, the number of studies is even larger. In this respect, the study conducted by the ICMI (International Commission on Mathematical Instruction) under the title "Mathematics education and language diversity" published in 2009 [1], highlights the importance of linguistic diversity in mathematics education.…”

Section: Introductionmentioning

confidence: 99%

The Verbal Component of Mathematical Problem Solving in Bilingual Contexts by Early Elementary Schoolers

et al. 2021

View full text Add to dashboard Cite

The main aim of the present study is to analyze the differences that may exist when students address the resolution of verbal problems in their mother tongue and in the language of instruction when these are different. We understand that knowing the type of verbal problems and their semantic structure can be helpful for students’ contextual and mathematical understanding and will allow teachers to improve instruction during the first years of elementary education in bilingual schools specialized in the area of second language acquisition as well as in CLIL (Content and Language Integrated Learning). This study shows how children, as they are acquiring a greater command of the second language, show similar effectiveness to those students who work on mathematics in their mother tongue. This transversal study was conducted on 169 bilinguals studying in international schools. The sample was made up of 80 1st grade students (39 girls, mean age of 7.1 years and 41 boys, mean age of 7.3 years); and 89 2nd grade students (38 girls, mean age 8.2 years, and 51 boys, mean age 8.2 years). The exploratory analyses let us show how 1st grade students demonstrate lower effectiveness in solving problems when they do it in a second language, compared to 2nd grade students whose effectiveness is higher in carrying them out. It is also relevant that in first graders, the largest number of errors are found in the simplest tasks as students’ effectiveness is less when they are taught in a second language, since it takes them longer to create effective resolution models. This fact will allow us to reconsider appropriate strategies and interventions when teaching mathematics in bilingual contexts.

show abstract

International Transfer of Knowledge: Translating Didaktik, Fachdidaktik, Allgemeine Fachdidaktik

Vollmer¹

2022

Research in Subject-Matter Teaching and Learning (RISTAL)

View full text Add to dashboard Cite

The following contribution is divided into two parts, for reasons of space. The current article will deal with issues of translation and translatability from German into English in the field of Didaktik (didactics, subject didactics and general subject didactics). The starting point will be to gather information about the spread and acceptance of the concept of didactics as a cover term for a comprehensive theory of teaching and learning within school as an institution, in Europe and beyond. The multi-facetted reality of this concept in so many countries or educational settings and the different approaches to go with it, will have an effect on the demands of an appropriate rendering of Didaktik in English as a lingua franca and thus transferring it into another, essentially foreign socio- cultural context. The same is even more true for the notion of Fachdidaktik (= subject-matter didactics). In particular, it will be shown that there are challenges and even limits in sharing didactic and subject-didactic knowledge, concepts and research findings internationally, when transmitting them from German into English and thus from a continental European into an Anglo-Saxon way of thinking and of organizing school education. The difficulty to establish a one-to-one equivalence is reflected on the linguistic level, where certain anglicized forms which do not originally exist in English, have been developed (e.g. subject-matter) didactics, general subject didactics), for lack of appropriate translations. Also in many other cases of translation more than one version is possible, depending on context, focus or intention. This insight will be applied to individual notions or whole semantic clusters in the field (e.g. around key words like Fach or Fachliche Bildung). In combination with the second part the overall goal is to bring Didaktik/didactics and curriculum theory into conversation again and widen the scope towards subject-matter didactics at the same time.2

show abstract

Correction to: Mathematics Education and Language Diversity

Cited by 3 publications

References 0 publications

The Role of Mathematics Teacher Education in Overcoming Narrow Neocolonial Views of Mathematics

The Role of Mathematics Teacher Education in Overcoming Narrow Neocolonial Views of Mathematics

The Verbal Component of Mathematical Problem Solving in Bilingual Contexts by Early Elementary Schoolers

International Transfer of Knowledge: Translating Didaktik, Fachdidaktik, Allgemeine Fachdidaktik

Contact Info

Product

Resources

About