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Teachers learning the registers of mathematics and mathematics education in another language: an exploratory study
Univ Auckland, Auckland, New Zealand..
Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
Kura Kaupapa Koutu, Rotorua, New Zealand..
2014 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 46, no 6, p. 953-965Article in journal (Refereed) Published
Abstract [en]

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 Englishmedium 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.

Place, publisher, year, edition, pages
Springer, 2014. Vol. 46, no 6, p. 953-965
Keywords [en]
Mathematics, Register, Mathematics education register, Teacher education, Indigenous language revitalization, Additional language learning
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Didactics
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URN: urn:nbn:se:mau:diva-65915DOI: 10.1007/s11858-014-0618-7ISI: 000213269200009Scopus ID: 2-s2.0-84919926916OAI: oai:DiVA.org:mau-65915DiVA, id: diva2:1836995
Available from: 2024-02-12 Created: 2024-02-12 Last updated: 2024-02-12Bibliographically approved

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Meaney, Tamsin

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  • nn-NB
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