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Table of Contents
Acknowledgments; Contents; Contributors; List of Figures ; List of Tables ; Chapter 1: Introduction: An ICMI Study on Language Diversity in Mathematics Education; 1.1 History of the Study; 1.1.1 What Do We Mean by Language Diversity and Why Does It Matter for Mathematics Education?; 1.1.2 Outline of the Chapter; 1.2 Changing Perspectives on Mathematics Education and Language Diversity; 1.3 Establishing the Scope of the Study: Preparing the Discussion Document; 1.4 The Study Conference; 1.5 Preparation of This Volume; 1.6 Summary of Research Ideas in This Volume.
1.7 Implications for Policy and Practice1.8 Some Issues for Future Research; 1.9 Summary Statement; References; Chapter 2: Impact of Differing Grammatical Structures in Mathematics Teaching and Learning; 2.1 Introduction; 2.2 The Mathematics Register; 2.2.1 Register Development: Modern European Languages; 2.2.2 Register Development: Multilingual Contexts; 2.3 Grammatical Systems; 2.4 Number; 2.4.1 Syntactic Category; 2.4.2 Transparency and Regularity; 2.5 Logic and Reasoning; 2.5.1 Negation; 2.5.2 Formal Semantics; 2.6 Space and Geometry; 2.6.1 Spatial Frame of Reference.
2.6.2 Topological Language2.7 Suggested Directions for Teachers and Researchers; 2.8 Conclusion; References; Chapter 3: Making Use of Multiple (Non-shared) First Languages: State of and Need for Research and Development in the European Language Context; 3.1 Introduction; 3.2 First Language as a Widely Accepted Resource for Giving Access to Mathematics; 3.3 Cultural and Political Dimension: Presenting the European Language Context; 3.3.1 Multilingualism in Europe and European Schools: Demographic Facts and Emerging Consciousness; 3.3.2 Multiple Languages in European Schools.
3.4 Practical Dimension: Teachers' Options for Including First Languages in European Classrooms3.4.1 Options for First Language Use Under Different Language Conditions; 3.4.2 Cultural Dimensions Beyond Language: Bridging Cultural Gaps; 3.5 Research Dimension: Three Examples of Empirical Studies on Effects on Students' Learning, Obstacles, and Conditions; 3.5.1 Language and Agency; 3.5.2 Language and Cultures; 3.5.3 Installing Teaching Strategies Against Established Monolingual Classroom Norms; 3.6 Final Remarks; Acknowledgments; References.
Chapter 4: Mathematics Education in Multilingual Contexts for the Indigenous Population in Latin America4.1 Introduction; 4.2 Models of Indigenous Education in History; 4.3 Dynamics and Tensions Between Languages and Cultures; 4.3.1 Language Extinction, Revitalization, and Development; 4.3.2 Tensions Between Oral and Written Registers; 4.4 Relevant Mathematics Education in Indigenous Contexts; 4.4.1 Officializing Ethnomathematics in Peru; 4.4.2 Using Language to De-colonialize Indigenous Education in Colombia; 4.4.3 Problematizing Schooling and Mathematics Education in Brazil.
1.7 Implications for Policy and Practice1.8 Some Issues for Future Research; 1.9 Summary Statement; References; Chapter 2: Impact of Differing Grammatical Structures in Mathematics Teaching and Learning; 2.1 Introduction; 2.2 The Mathematics Register; 2.2.1 Register Development: Modern European Languages; 2.2.2 Register Development: Multilingual Contexts; 2.3 Grammatical Systems; 2.4 Number; 2.4.1 Syntactic Category; 2.4.2 Transparency and Regularity; 2.5 Logic and Reasoning; 2.5.1 Negation; 2.5.2 Formal Semantics; 2.6 Space and Geometry; 2.6.1 Spatial Frame of Reference.
2.6.2 Topological Language2.7 Suggested Directions for Teachers and Researchers; 2.8 Conclusion; References; Chapter 3: Making Use of Multiple (Non-shared) First Languages: State of and Need for Research and Development in the European Language Context; 3.1 Introduction; 3.2 First Language as a Widely Accepted Resource for Giving Access to Mathematics; 3.3 Cultural and Political Dimension: Presenting the European Language Context; 3.3.1 Multilingualism in Europe and European Schools: Demographic Facts and Emerging Consciousness; 3.3.2 Multiple Languages in European Schools.
3.4 Practical Dimension: Teachers' Options for Including First Languages in European Classrooms3.4.1 Options for First Language Use Under Different Language Conditions; 3.4.2 Cultural Dimensions Beyond Language: Bridging Cultural Gaps; 3.5 Research Dimension: Three Examples of Empirical Studies on Effects on Students' Learning, Obstacles, and Conditions; 3.5.1 Language and Agency; 3.5.2 Language and Cultures; 3.5.3 Installing Teaching Strategies Against Established Monolingual Classroom Norms; 3.6 Final Remarks; Acknowledgments; References.
Chapter 4: Mathematics Education in Multilingual Contexts for the Indigenous Population in Latin America4.1 Introduction; 4.2 Models of Indigenous Education in History; 4.3 Dynamics and Tensions Between Languages and Cultures; 4.3.1 Language Extinction, Revitalization, and Development; 4.3.2 Tensions Between Oral and Written Registers; 4.4 Relevant Mathematics Education in Indigenous Contexts; 4.4.1 Officializing Ethnomathematics in Peru; 4.4.2 Using Language to De-colonialize Indigenous Education in Colombia; 4.4.3 Problematizing Schooling and Mathematics Education in Brazil.