Multilingual Approach to Mathematics Education

Autor/in	Bairy, Shailaja
Titel	Multilingual Approach to Mathematics Education
Quelle	7 (2019) 2, S.71-86 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2320-7655
Schlagwörter	Mathematics Instruction; Teaching Methods; Language of Instruction; Foreign Countries; Multilingualism; Code Switching (Language); Educational Theories; Dictionaries; Manipulative Materials; Bilingualism; Story Telling; Visual Aids; Global Approach; Content and Language Integrated Learning; India + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Ausland; Mehrsprachigkeit; Multilingualismus; Educational theory; Theory of education; Bildungstheorie; Dictionary; Wörterbuch; Hilfsmittel; Bilingualismus; Anschauungsmaterial; Globales Denken; CLIL; Lernkonzept; Indien
Abstract	Multilingual approach to pedagogical practices in mathematics has the potential to target high level mathematical competence and abstraction. Content and Language Integrated Learning (CLIL) is an innovative educational approach to learning, a dynamic and motivating force with holistic features. Not only does it image a shift towards curricular and cultural integration but also helps greatly to focus on deeper conceptual understanding in Mathematics. CLIL's basic principle of integration of the content and languages if accepted in a broader sense as 'Content connected to regional language and a new language, culture, nature, real-life' might solve various problems associated with the teaching-learning of mathematics, and thus ensures to support 'learning for real life'. This paper establishes the need for 'Multilingualism' through a comprehensive literature research. It highlights multilingualism as a trigger for active approach to the quality of Mathematics education, mainly in Indian scenario. The importance of teaching mathematics as a language and specific strategies for teaching mathematics vocabulary are discussed. The illustrations provided for such approaches are entirely based on author's teaching experiences. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01