- Title
- Language and culture in the mathematics classroom: scaffolding learner engagement
- Creator
- Burke, Rachel
- Relation
- Numeracy in Authentic Contexts: Making Meaning Across the Curriculum p. 91-116
- Publisher Link
- http://dx.doi.org/10.1007/978-981-10-5736-6_6
- Publisher
- Springer
- Resource Type
- book chapter
- Date
- 2018
- Description
- Various assertions have been made regarding the relationship between mathematics, language and culture (Ladson-Billings in J Res Math Educ 28:697–708, 1997; Guberman in Cultural aspects of young children’s mathematics knowledge, 1999; D’Ambrosio in Teach Child Math 7:308, 2001; Barwell in The role of language in mathematics, 2002; Street in Curr Issues Comp Educ 5(2):77, 2003; Lesser & Blake in J Crit Educ Policy Stud 5(1), 2007; Fogelberg et al. in Integrating literacy and math strategies for K-6 teachers. Guilford Publications, New York, 2008). Some posit a dichotomous relationship, understanding mathematics to be separate to language and culture. Others refer to mathematics as ‘the universal language’, consisting of conceptual knowledge and cognitive processes common to all cultural and linguistic groups.
- Subject
- numeracy; teaching; learner engagement; language; culture
- Identifier
- http://hdl.handle.net/1959.13/1409232
- Identifier
- uon:35969
- Identifier
- ISBN:9789811057342
- Language
- eng
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