Teachers learning the registers of mathematics and mathematics education in another language: an exploratory study.

Autor/inn/en	Trinick, Tony; Meaney, Tamsin; Fairhall, Uenuku
Titel	Teachers learning the registers of mathematics and mathematics education in another language: an exploratory study.
Quelle	In: ZDM : mathematics education, 46 (2014) 6, S. 953-965 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704; 1863-9704/E
DOI	10.1007/s11858-014-0618-7
Schlagwörter	Lehrerbildung; Mathematikunterricht; Sprache; Register; Lehrerausbildung; Lehrerbildung; Sprache; Mathematikunterricht; Register
Abstract	Many mathematics teachers around the world teach in a language different from the one in which they studied or completed their teacher education. Often these teachers must learn both the registers of mathematics and of mathematics education to teach in the additional language. This paper examines the factors that help teachers to learn these registers in Maori, the Indigenous language of New Zealand. Many of these teachers are second-language learners of the Maori language and attended English-medium schools and teacher-education programmes. After a brief discussion about the key role of language in teaching mathematics, this paper examines data from teachers at two Maori-immersion schools and a professional development facilitator. The analysis provides initial understanding of the factors that support or hinder their learning of the mathematics registers. Finally, a research agenda is suggested for further investigation of this issue.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2015/3