Cultural and linguistic heterogeneity in research presented at SEMT symposia

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F24%3A10489872" target="_blank" >RIV/00216208:11410/24:10489872 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1093/oso/9780192869647.003.0003" target="_blank" >http://dx.doi.org/10.1093/oso/9780192869647.003.0003</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1093/oso/9780192869647.003.0003" target="_blank" >10.1093/oso/9780192869647.003.0003</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Cultural and linguistic heterogeneity in research presented at SEMT symposia

Popis výsledku v původním jazyce

This chapter focuses on cultural and linguistic heterogeneity in primary mathematics classrooms. It gives an overview of 1990s research on this topic as presented at SEMT, as well as documenting further developments. Before 2015 the topic seems to have been somewhat marginal, with more attention paid to communication and interaction in mathematics classrooms, development of reasoning, or comparative studies of practices in two or more countries. The past few symposia have witnessed presentations explicitly targeting the issue of heterogeneity (linguistic, cultural, and special needs) and obstacles in learning for pupils with different socio-cultural and socio-linguistic backgrounds. This may be because educators and policy makers look for how to support their own children from previously marginalized populations or because they look for ways of helping migrant children and newcomers. Undoubtably, cultural and linguistic heterogeneity deserves attention from researchers, educators, policy makers, and teachers, as a prerequisite for equity in education.

Název v anglickém jazyce

Cultural and linguistic heterogeneity in research presented at SEMT symposia

Popis výsledku anglicky

This chapter focuses on cultural and linguistic heterogeneity in primary mathematics classrooms. It gives an overview of 1990s research on this topic as presented at SEMT, as well as documenting further developments. Before 2015 the topic seems to have been somewhat marginal, with more attention paid to communication and interaction in mathematics classrooms, development of reasoning, or comparative studies of practices in two or more countries. The past few symposia have witnessed presentations explicitly targeting the issue of heterogeneity (linguistic, cultural, and special needs) and obstacles in learning for pupils with different socio-cultural and socio-linguistic backgrounds. This may be because educators and policy makers look for how to support their own children from previously marginalized populations or because they look for ways of helping migrant children and newcomers. Undoubtably, cultural and linguistic heterogeneity deserves attention from researchers, educators, policy makers, and teachers, as a prerequisite for equity in education.

Druh

C - Kapitola v odborné knize

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Elementary mathematics teaching: Insights from 30 years of the Symposia on Elementary Mathematics Teaching (SEMT)

ISBN

978-0-19-286964-7

Počet stran výsledku

16

Strana od-do

39-54

Počet stran knihy

321

Název nakladatele

Oxford University Press

Místo vydání

Neuveden

Kód UT WoS kapitoly

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