Mathematics Education and Language Diversity
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New ICMI Study Series Richard Barwell · Philip Clarkson Anjum Halai · Mercy Kazima Judit Moschkovich · Núria Planas Mamokgethi Setati-Phakeng Paola Valero Martha Villavicencio Ubillús Editors Mathematics Education and Language Diversity The 21st ICMI Study New ICMI Study Series VOLUME Published under the auspices of the International Commission on Mathematical Instruction under the general editorship of Ferdinando Arzarello, President Abraham Arcavi, Secretary-General Cheryl E. Praeger, Vice-President. For further volumes: http://www.springer.com/series/6351 Information on the ICMI Study programme and on the resulting publications can be obtained at the ICMI website http://www.mathunion.org/ICMI/ or by contacting the ICMI Secretary- General, whose email address is available on that website. Richard Barwell • Philip Clarkson Anjum Halai • Mercy Kazima Judit Moschkovich • Núria Planas Mamokgethi Setati Phakeng • Paola Valero Martha Villavicencio Ubillús Editors Mathematics Education and Language Diversity The 21st ICMI Study Editors Richard Barwell Philip Clarkson Faculty of Education Australian Catholic University University of Ottawa Fitzroy, VIC, Australia Ottawa, ON, Canada Mercy Kazima Anjum Halai University of Malawi Institute for Educational Development Zomba, Malawi East Africa Aga Khan University Núria Planas Dar es Salaam, Tanzania Universitat Autònoma de Barcelona Barcelona, Catalonia-Spain Judit Moschkovich University of South Africa University of California, Santa Cruz Pretoria, South Africa Santa Cruz, CA, USA Paola Valero Mamokgethi Setati Phakeng Aalborg University University of South Africa Aalborg, Denmark Pretoria, South Africa Martha Villavicencio Ubillús Ministerio de Educación Lima, Peru ISSN 1387-6872 ISSN 2215-1745 (electronic) New ICMI Study Series ISBN 978-3-319-14510-5 ISBN 978-3-319-14511-2 (eBook) DOI 10.1007/978-3-319-14511-2 Library of Congress Control Number: 2015944108 © The Editor(s) (if applicable) and the Author(s) 2015, corrected publication 2021 Open Access This book was originally published with exclusive rights reserved by the Publisher in 2015 and was licensed as an open access publication in March 2021 under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (http://creativecommons.org/licenses/ by-nc-nd/4.0/), which permits any noncommercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence and indicate if you modified the licensed material. 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Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Acknowledgments The editors are grateful to the following colleagues who reviewed chapters: Cris Edmonds-Wathen, Anthony Essien, Susan Gerofsky, Mercy Kazima, Michael Meyer, Frank Monaghan, Candia Morgan, David Pimm, Ricardo Scucuglia, Denisse Thompson, David Wagner, and Lynn Webb. Richard Barwell thanks the Faculty of Education, University of Ottawa, for fi nancial support and Farzaneh Salehi for editorial assistance during the preparation of the manuscript. The original version of this book was published with copyright Springer International Publishing Switzerland. This book has now been made open access under a CC BY-NC-ND 4.0 license. For details on rights and licenses please read the Correction https://doi.org/10.1007/978-3-319-14511-2_16 v Contents 1 Introduction: An ICMI Study on Language Diversity in Mathematics Education ..................................................................... 1 Richard Barwell , Philip Clarkson , Anjum Halai , Mercy Kazima , Judit Moschkovich , Núria Planas , Mamokgethi Setati Phakeng , Paola Valero , and Martha Villavicencio Ubillús 2 Impact of Differing Grammatical Structures in Mathematics Teaching and Learning ........................................................................... 23 Cris Edmonds-Wathen , Tony Trinick , and Viviane Durand-Guerrier 3 Making Use of Multiple (Non-shared) First Languages: State of and Need for Research and Development in the European Language Context ....................................................... 47 Michael Meyer , Susanne Prediger, Margarida César, and Eva Norén 4 Mathematics Education in Multilingual Contexts for the Indigenous Population in Latin America ................................. 67 Aldo Parra , Jackeline Rodrigues Mendes , Paola Valero , and Martha Villavicencio Ubillús 5 Challenges and Opportunities for Second Language Learners in Undergraduate Mathematics ............................................ 85 Viviane Durand-Guerrier , Mercy Kazima , Paul Libbrecht , Judith Njomgang Ngansop , Leila Salekhova , Nail Tuktamyshov , and Carl Winsløw 6 Language Diversity in Mathematics Teacher Education: Challenges Across Three Countries ...................................................... 103 Anthony A. Essien , Nancy Chitera , and Núria Planas 7 Addressing Multi-language Diversity in Mathematics Teacher Education Programs ................................................................. 121 Denisse R. Thompson , Gladis Kersaint , Hannatjie Vorster , Lyn Webb , and Marthie S. Van der Walt vii viii Contents 8 Mathematics in the Hands of Deaf Learners and Blind Learners: Visual–Gestural–Somatic Means of Doing and Expressing Mathematics.................................................. 141 Lulu Healy , Elizabeth Becerra Ramos , Solange Hassan Ahmad Ali Fernandes , and Jurema Lindote Botelho Peixoto 9 Student Agency and Counter-Narratives in Diverse Multilingual Mathematics Classrooms: Challenging Deficit Perspectives .............. 163 Jennifer M. Langer-Osuna , Judit Moschkovich , Eva Norén , Arthur B. Powell , and Sumaia Vazquez 10 Tensions in Teaching Mathematics in Contexts of Language Diversity ............................................................................. 175 Richard Barwell , Lim Chapsam , Thulisile Nkambule , and Mamokgethi Setati Phakeng 11 Purposefully Relating Multilingual Registers: Building Theory and Teaching Strategies for Bilingual Learners Based on an Integration of Three Traditions ....................... 193 Susanne Prediger , Philip Clarkson , and Arindam Bose 12 Using ICTs to Facilitate Multilingual Mathematics Teaching and Learning ........................................................................... 217 Paul Libbrecht and Leila Goosen 13 Language Diversity and New Media: Issues of Multimodality and Performance ..................................................................................... 237 George Gadanidis , Marcelo Borba , and Ricardo Scucuglia 14 Language Diversity in Research on Language Diversity in Mathematics Education ..................................................................... 263 Faïza Chellougui , Hien Nguyen Thi Thu , and Carl Winsløw 15 Research Rationalities and the Construction of the Deficient Multilingual Mathematics Learner ............................ 279 Anjum Halai , Irfan Muzaffar , and Paola Valero Correction to: Mathematics Education and Language Diversity ............... C1 ICMI Study 21 Discussion Document: Mathematics Education and Language Diversity ........................................ 297 Index ................................................................................................................. 309 Contributors Richard Barwell Faculty of Education, University of Ottawa , Ottawa , ON , Canada Marcelo Borba Universidade Estadual Paulista (UNESP) , Sao Jose Rio Preto , SP , Brazil Arindam Bose Homi Bhabha Centre for Science Education, TIFR , Mumbai , India Margarida César Associated Researcher , University