Talking Maths, Talking Languages
Issues and practices associated with working in multilingual classrooms
Key Stage suitability • Explanation
|Talking Maths, Talking Languages
Item Ref: DIS017
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Talking Maths, Talking Languages
This book arises from the work of a group of teachers of multilingual pupils. Classroom activities and case studies are described and analysed to explore the relationship between language and mathematics learning.
This book will help you to help the learners in your classroom and to help the staff in your school. It will help you to make the lessons which you teach richer, more enjoyable and more effective. The book looks at the issues and practices associated with working in multilingual classrooms.
In addition, each section contains in-service activities aimed at encouraging discussion amongst teachers.The issues of learning through language raised in this book are relevant to all teachers of all pupils.
ISBN 0 90095 88 1
Contains a collection of views, ideas, INSET activities, case studies, resource lists, etc.
Their common link is that they focus on the practice and theory of teaching in mathematics classrooms where the main language of instruction varies from that of some multilingual pupils. In this book we use the term `multilingual pupils' to mean learners in our classrooms who use two or more languages in their everyday life: the level of fluency in each language will vary from pupil to pupil. Many people, who have read the book in draft form, have confirmed our belief that what we discuss is relevant to all pupils. We hope that you will find the contents relevant and useful for a range of classes containing a range of learners.
We appreciate the pressures under which all teachers work. Reading through yet another publication may add to this: the book may be used as a resource to refer to about particular issues or read cover to cover. While we hope that you will get something out of the book by reading through it on your own, most of the activities reflect our belief that talk and groupwork are the best ways of learning. Many activities can be used for INSET sessions. The following summary may help you decide which sections to pursue at the moment.
This is where we begin: everything that follows is influenced by our beliefs about what mathematics is and the richness that multilingual pupils bring to our classrooms.
Most schools have written aims. How do these influence and reflect practice?
Talk is a means of learning. Here we explore ways of encouraging talk about mathematics and mathematics learning.
Does not understanding the language through which mathematics is taught mean that the mathematics is not understood? Here we consider how we can give clues to the meaning of language.
How and why: the principles and practice of groupwork.
Ways in which classroom organisation can enable learning.
We explore ways of working together effectively and illustrate this with a case study.
Why do teachers assess? What do teachers assess? How do teachers assess?
The five case studies illustrate the teaching/learning cycle.
Some final thoughts on the mathematical and linguistic development of pupils.