TY - CHAP
T1 - Chapter 15. Temperate and Boreal Old-Growth Forests: How do their growth dynamics and biodiversity differ from young stands and managed forests?
AU - Schulze, Ernst Detlef
AU - Hessenmoeller, Dominik
AU - Knohl, Alexander
AU - Luyssaert, Sebastiaan
AU - Boerner, Annett
AU - Grace, John
PY - 2012
Y1 - 2012
N2 - 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. .
AB - 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. .
U2 - 10.1007/978
DO - 10.1007/978
M3 - Chapter
C2 - 20859797
SN - 9789400720596
T3 - Geotechnical, Geological and Earthquake Engineering
SP - 129
EP - 145
BT - Geotechnical, Geological and Earthquake Engineering
ER -