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Impact of differing grammatical structures in mathematics teaching and learning
Charles Darwin University, Australia. (Language and Communication)
The University of Auckland, New Zealand.
University of Montpellier, France.
2016 (English)In: Mathematics education and linguistic diversity: the 21st ICMI study / [ed] Richard Barwell, Philip Clarkson, Anjum Halai, Mercy Kazima, Judit N. Moschkovich, Núria Planas, Mamokgethi Phakeng, Paola Valero, Martha Villavicencio Ubillús, Switzerland: Springer, 2016, 1, p. 23-46Chapter in book (Refereed)
Abstract [en]

This book examines multiple facets of language diversity and mathematics education. It features renowned authors from around the world and explores the learning and teaching of mathematics in contexts that include multilingual classrooms, indigenous education, teacher education, blind and deaf learners, new media and tertiary education. Each chapter draws on research from two or more countries to illustrate important research findings, theoretical developments and practical strategies. (From book cover)

Place, publisher, year, edition, pages
Switzerland: Springer, 2016, 1. p. 23-46
Series
New ICMI Study Series, ISSN 1387-6872
Keywords [en]
language, mathematics, linguistic diversity
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
URN: urn:nbn:se:umu:diva-119195ISBN: 9783319145105 (print)ISBN: 9783319372754 (print)ISBN: 9783319145112 (electronic)OAI: oai:DiVA.org:umu-119195DiVA, id: diva2:919136
Available from: 2016-04-13 Created: 2016-04-13 Last updated: 2018-11-13Bibliographically approved

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Edmonds-Wathen, Cris

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CiteExportLink to record
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Citation style
  • apa
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  • nn-NB
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Output format
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