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Mathematics Education and Language Diversity
*THIS BOOK WILL SOON BECOME AVAILABLE AS OPEN ACCESS BOOK* This book examines multiple facets of language diversity and mathematics education. It features renowned authors from around the world and explores the learning and teaching of mathematics in contexts that include multilingual classrooms, indigenous education, teacher education, blind and deaf learners, new media and tertiary education. Each chapter draws on research from two or more countries to illustrate important research findings, theoretical developments and practical strategies. This open access book examines multiple facets of language diversity
The African Mother Tongue and Mathematical Ideas
This book by renowned scholar Dr Abdul Karim Bangura combines linguistics and mathematics to show how and why African-centred mathematical ideas can be a driving force in Africa’s development efforts. Bangura explores the concept that Africa has been the centre of the History of Mathematics for thousands of years, as the civilizations that emerged across the continent developed contributions which would enrich both ancient and modern understanding of nature through mathematics. However, scholars and other professionals working in the field of mathematics education in Africa have identified a plethora of issues in carrying out their tasks. This is highlighted by one of the most compelling a...
Opening the Cage
The picture on the front of this book is an illustration for Totakahini: The tale of the parrot, by Rabindranath Tagore, in which he satirized education as a magnificent golden cage. Opening the cage addresses mathematics education as a complex socio-political phenomenon, exploring the vast terrain that spans critique and politics. Opening the cage includes contributions from educators writing critically about mathematics education in diverse contexts. They demonstrate that mathematics education is politics, they investigate borderland positions, they address the nexus of mathematics, education, and power, and they explore educational possibilities. Mathematics education is not a free enterprise. It is carried on behind bars created by economic, political, and social demands. This cage might not be as magnificent as that in Tagore’s fable. But it is strong. Opening the cage is a critical and political challenge, and we may be surprised to see what emerges.
Research for Educational Change
Research for Educational Change presents ways in which educational research can fulfil its commitments to educational practice. Focussing its discussion within the context of mathematics education, it argues that while research-generated insights can have beneficial effects on learning and teaching, the question of how these effects are to be generated and sustained is far from evident. The question of how to turn research into educational improvement is discussed here in the context of learning and teaching hindered by poverty and social injustice. In the first part of the book, four teams of researchers use different methodologies while analysing the same corpus of data, collected in a Sou...
Mathematics Education in a Context of Inequity, Poverty and Language Diversity
This volume is dedicated to the career of Jill Adler and the role she has played in growing mathematics education research in South Africa, Africa and beyond. Her work epitomises what is referred to as the ‘engaged scholar’: i.e. doing rigorous and theoretically rich research at the cutting edge of international work in the field which at the same time contributes to critical areas of local and regional need in education. Jill is one of the world’s leading experts in mathematics education research and her exemplary career is a continuous source of inspiration for generations of researchers and students. The chapters in this volume are authored by Jill’s former PhD students, a few sel...
Mathematics & Mathematics Education: Searching for Common Ground
This book is the fruit of a symposium in honor of Ted Eisenberg concerning the growing divide between the mathematics community and the mathematics education community, a divide that is clearly unhealthy for both. The work confronts this disturbing gap by considering the nature of the relationship between mathematics education and mathematics, and by examining areas of commonality as well as disagreement. It seeks to provide insight into the mutual benefit both stand to gain by building bridges based on the natural bonds between them.
South African Language Rights Monitor 2007
During 2007, language-related issues were sources of acrimonious conflict in South Africa. In Durban, the eThekwini Municipality embarked on a street-renaming process that sparked widespread controversy. In Pretoria and Potchefstroom, Afrikaner activists continued their campaign against the renaming of their hometowns as ‘Tshwane’ and ‘Tlokwe’. In Ermelo, a high school decided to take the provincial education department to court in an attempt to regain its Afrikaans-only status.
Equity in Discourse for Mathematics Education
This book explores the connection between the ways people speak in mathematics classrooms and their opportunities to learn mathematics. The words spoken, heard, written and read in mathematics classrooms shape students’ sense of what mathematics is and of what people can do with mathematics. The authors employ multiple perspectives to consider the means for transformative action with respect to increasing opportunities for traditionally marginalized students to form mathematical identities that resonate with their cultural, social, linguistic, and political beings.
Researching Mathematics Education in South Africa
Reflecting on the theoretical and ideological work that has contributed to the growth of mathematics education research in South Africa, this study provides a historical analysis of forces that have changed and shaped mathematics curricula over the years. The themes researched and explored include radical pedagogy, progressive classroom practices, ethnomathematics, and South African mathematics education research within both its local and international contexts.
Researching Possibilities in Mathematics, Science and Technology Education
Mathematics, Science and Technology Education (MSTE) emerged as a research discipline in the 1960s, and continues to reflect the distinctive flavour and character of its roots in Western societies, and science. In this mode, often based on positivist frameworks, research environments are characterised by idealised environments, sanitised research conditions; depoliticised neutralised data and contested analyses. The book arises from needs in the mathematics and science education research community in Southern Africa for a methodology text that is responsive to rapidly changing educational environments; and to the challenges and possibilities of research in contexts characterised by inequalit...
