Chapter 15. Temperate and Boreal Old-Growth Forests: How do their growth dynamics and biodiversity differ from young stands and managed forests?

Ernst Detlef Schulze, Dominik Hessenmoeller, Alexander Knohl, Sebastiaan Luyssaert, Annett Boerner, John Grace

Research output: Chapter in Book / Report / Conference proceedingChapterAcademic

Abstract

What does linguistic or cultural diversity look like in a mathematics classroom? How does such diversity influence the teaching or learning of.mathe- matics? In this chapter, I address these and related questions. Specifically, I draw on Bakhtin's notion of heteroglossia to analyse the literature on teaching and learning mathematics in linguistically diverse classrooms. Based on this analysis, I describe and discuss four tensions that arise in linguistically diverse mathematics classrooms: tensions between school and home languages; • between· formal. and informal lan- guage in mathematics; between language policy and mathematics classroom prac- tice; and between a language for learning mathematics and a language for getting on in the world. These tensions can all be traced to an underlying tension between what. Bakhtin calls centripetal and centrifugal forces in language. I conclude by consider- ing some of the implications of my analysis for equity in mathematics teaching. .
Original languageEnglish
Title of host publicationGeotechnical, Geological and Earthquake Engineering
Pages129-145
Number of pages17
DOIs
Publication statusPublished - 2012

Publication series

NameGeotechnical, Geological and Earthquake Engineering
Volume16

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