NotesFAQContact Us
Search Tips
ERIC Number: ED489197
Record Type: Non-Journal
Publication Date: 2004-Jul
Pages: 30
Abstractor: ERIC
Researching Mathematics Education in Multilingual Contexts: Theory, Methodology and the Teaching of Mathematics. Research Forum
Barwell, Richard; Clarkson, Philip
International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18, 2004
Conducting research in multilingual contexts leads to a number of theoretical and methodological challenges. Classical research methods may be hard to apply, leading to the development of original approaches to research. In particular, issues arise concerning validity, interpretation and the relationship between language, mathematics and mental processes. To tackle these issues, researchers in this field have drawn widely on theories from a range of disciplines, including psychology, linguistics, anthropology and sociology, as well as education. A further challenge for researchers is to draw on their work to inform the practice of teaching mathematics. The main aim in this Research Forum is to explore the impact of multilingualism on three inter-related issues mentioned above: theory, methodology and teaching mathematics in multilingual contexts. The following papers are included in this forum: (1) Working with Theories from Outside Mathematics Education (Marie Hofmannova, Jarmila Novotna, and Judit Moschkovich); (2) Multilingual Contexts for Teaching Mathematics (Philip C. Clarkson); (3) Teaching Mathematics in Multilingual Classrooms (Anjum Halai); (4) Questions of Visibility (Richard Barwell); (5) Mathematics Discourse as Performance: Perspectives from Linguistic Anthropology (Susan Staats). (Individual papers contain references.) [For complete proceedings, see ED489178.]
International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site:
Publication Type: Collected Works - General; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A