Addressing Language Barriers in Multilingual Statistics Classrooms: A Collaborative Study [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (42nd, Perth, Western Australia, Jun 30-Jul 4, 2019).

Autor/in	Sharma, Sashi
Institution	Mathematics Education Research Group of Australasia
Titel	Addressing Language Barriers in Multilingual Statistics Classrooms: A Collaborative Study [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (42nd, Perth, Western Australia, Jun 30-Jul 4, 2019).
Quelle	(2019), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Pacific Islanders; Language Skills; Barriers; Statistics; Teacher Attitudes; Language Usage; Language of Instruction; Cooperative Learning; Interpersonal Communication; Grade 12; High School Students; Family Environment; Teaching Methods; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Language skill; Sprachkompetenz; Statistik; Lehrerverhalten; Sprachgebrauch; Teaching language; Unterrichtssprache; Kooperatives Lernen; Interpersonale Kommunikation; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Familienmilieu; Teaching method; Lehrmethode; Unterrichtsmethode; Neuseeland
Abstract	It is acknowledged that there are connections between language use and mathematics in mathematics education, and the potential challenges this issue can pose have been investigated by researchers. Yet how the challenges can be overcome in statistics classrooms, where language is even more important as a medium of instruction, has received very little scrutiny. This article reports on research carried out in three New Zealand largely Pasifika dominated Year-12 classes. Findings from the teacher reflection aspect of the study indicate that teachers can struggle with how to use home language and real-life contexts to maximise learning in their classrooms. Some strategies to incorporate students' home language in their learning worked better than others. However, more research is needed to explore language issues and the barriers they might present in statistics education in greater depth. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01