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Gorgorió, Núria; Planas, Núria

doi:10.1023/a:1017980828943

Cited by 82 publications

(18 citation statements)

References 17 publications

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“…Gorgori o and Planas (2001) analysed the communication patterns that influence the nature of mathematics teaching practices in multilingual classrooms located in Catalonia (northern Spain), where students mainly had diverse immigrant backgrounds and bilingual status. Over time, even after the kids learned the official language, the lack of communication between the teachers and students still existed where teachers experienced difficulties in understanding students' mathematical thinking.…”

Section: Cultural Perspectivesmentioning

confidence: 99%

Research on equitable mathematics teaching practices: Insights into its divergences and convergences

Yolcu

2019

Review of Education

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This paper reviews the research on equitable mathematics teaching practices that focus on providing fair opportunities to learn for all children. The studies conducted with in‐service teachers are examined in descriptive, integrated and critical ways to explore the differences and similarities across the body of research. Three divergent themes are identified from the literature according to how the mathematical learning is conceptualised: social, cultural and critical. In the first part of the review, the studies are synthesised and also the reflective conversations are presented for each perspective. The second part of the article focuses on the similarities where three convergent themes are identified across the scholarship: (1) gatekeeping primacy of mathematics, (2) regenerating exclusions through psychological registers and (3) positioning teachers as objects of research and subjects of change. These convergent themes make visible the limitations of the literature that need further interrogation. Further research is required to study how these convergent themes are historically emerged, accumulated and still existed in the contemporary practices to expand the teacher education research for equity and social justice.

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Section: Cultural Perspectivesmentioning

confidence: 99%

Research on equitable mathematics teaching practices: Insights into its divergences and convergences

Yolcu

2019

Review of Education

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“…Language and communication are essential elements of teaching and learning mathematics, and this is evident from research carried out in bi/multilingual settings (Gorgorió & Planas 2001). Mathematics itself is a type of formal language.…”

Section: The Relationship Between Mathematics Learning and Languagementioning

confidence: 99%

“…On the other hand, submersion 7 programmes have demonstrated that bilingual students underachieve in mathematics when the school language is different from their home language (e.g. Adetula 1990; Adler & Setati 2000;Barton, Chan, King, Neville-Barton & Sneddon 2005;Galligan 1995;Gorgorió & Planas 2001;Marsh, Hau & Kong 2000;Secada 1992). …”

Section: The Relationship Between Mathematics Learning and Languagementioning

confidence: 99%

The relationship between performance on mathematical word problems and language proficiency for students learning through the medium of Irish

Ríordáin

O’Donoghue

2008

Educ Stud Math

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Ireland has two official languages-Gaeilge (Irish) and English. Similarly, primary-and second-level education can be mediated through the medium of Gaeilge or through the medium of English. This research is primarily focused on students (Gaeilgeoirí) in the transition from Gaeilge-medium mathematics education to English-medium mathematics education. Language is an essential element of learning, of thinking, of understanding and of communicating and is essential for mathematics learning. The content of mathematics is not taught without language and educational objectives advocate the development of fluency in the mathematics register. The theoretical framework underpinning the research design is Cummins' (1976). Thresholds Hypothesis. This hypothesis infers that there might be a threshold level of language proficiency that bilingual students must achieve both in order to avoid cognitive deficits and to allow the potential benefits of being bilingual to come to the fore. The findings emerging from this study provide strong support for Cummins' Thresholds Hypothesis at the key transitions-primary-to secondlevel and second-level to third-level mathematics education-in Ireland. Some implications and applications for mathematics teaching and learning are presented.

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“…Increased globalisation of the last few decades has led to teachers being 'increasingly faced with students who draw on a variety of different languages and other language practices, many of which are unfamiliar to them' (Barwell, 2016, p. 36). Multilingual classrooms have been studied globally, notably in South Africa by Adler (2001) and Setati (2005), in Australia and Papua New Guinea by Clarkson (2009Clarkson ( , 2016, in Pakistan by Halai (2009), in Tanzania by Kajoro (2016), in the United States of America by Moschkovich (1999Moschkovich ( , 2003, and in Spain by Gorgorió and Planas (2001). Common themes in this research include the use of code switching (Adler, 2001;Halai, 2009;Setati, 2005), how to support English language learners in the mathematics classroom (Clarkson, 2009;Moschkovich, 1999), and the politics of language in multilingual classrooms.…”

Section: Language and Multilingualism In Mathematics Educationmentioning

confidence: 99%

Language and multilingualism in the teaching and learning of mathematics in South Africa: A review of literature in Pythagoras from 1994 to 2021

McLachlan

Essien

2022

Pythagoras

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This article presents a systematic review of research on language and multilingualism in mathematics education published in the South African journal Pythagoras from 1994 to 2021. This time frame was chosen as the year 1994 marked the acknowledgement of 11 official languages in the new democratic South Africa (including 9 indigenous languages), compared to only Afrikaans and English during the apartheid era. The review considers emergent themes in the included articles and examines what the articles reveal about mathematics education in South Africa. In addition to other findings, our corpus of literature indicates that research in this field of mathematics has been mostly undertaken in under-resourced schools and that research under the theme of multilingual education is at the forefront of research in South African mathematics education, while research on language policy needs more attention. Research on multilingual education in our corpus of literature also reveals great awareness of the value of seeing language as a resource, as well as the benefits that accrue when learners’ home languages are taken into account in mathematics teaching and learning. The gaps in research in the field of language and multilingualism in the teaching and learning of mathematics are also noted and recommendations for future research are made.

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Untitled

Cited by 82 publications

References 17 publications

Research on equitable mathematics teaching practices: Insights into its divergences and convergences

Research on equitable mathematics teaching practices: Insights into its divergences and convergences

The relationship between performance on mathematical word problems and language proficiency for students learning through the medium of Irish

Language and multilingualism in the teaching and learning of mathematics in South Africa: A review of literature in Pythagoras from 1994 to 2021

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