Teaching and Learning Mathematics in Multilingual Classrooms

Abstract

Mathematics education has increasingly in the last 30 years acknowledged the crucial role that language plays in learning. However, this has mainly been the roleof language in cognition, such as students’ understanding of mathematics concepts and relationships, and not necessarily its impact on social, cultural, and political issues and learning in mathematics. Furthermore, multilingualism in mathematics classrooms has been underpinned by a deficit discourse that viewed languages other than the language of instruction as a “problem”. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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