Mathematics Education and Language Diversity: A Dialogue Across Settings

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  • 1 University of South Africa
  • 2 University of California, Santa Cruz

This article shares the authors' views on language-diversity issues in research in mathematics education. Described are tensions, questions, and myths that they have regularly faced as researchers. They use similarities and differences in two settings (multilingual classrooms in South Africa and U.S. mathematics classrooms with Latino/a students) to illustrate the complexity of this work and illuminate research findings.

Contributor Notes

Mamokgethi Setati Phakeng, Research and Innovation, University of South Africa, P. O. Box 392, UNISA, 0003; setatrm@unisa.ac.za

Judit N. Moschkovich, Mathematics Education, Education Department, University of California, Santa Cruz, 1156 High Street, Santa Cruz, CA 95064; jmoschko@ucsc.edu

(Corresponding author is Phakeng setatrm@unisa.ac.za)(Corresponding author is Moschkovich jmoschko@ucsc.edu)
Journal for Research in Mathematics Education

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