Mathematics Education and Language Diversity: A Dialogue Across Settings
Mamokgethi Setati Phakeng and Judit N. Moschkovich
January 2013, Volume 44, Issue 1, Page 119
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.
English Language Learners (ELL)