Abstract
There is a continuing debate in mathematics education research and practice regarding the use of languages in multilingual mathematics classrooms in which children are not yet fully fluent in the language of learning and teaching (LoLT). Research in mathematics education supports the use of the students’ home languages for teaching and learning (e.g. Adler, 2001; Khisty, 1995; Moschkovich, 1999, 2002; Setati, Molefe, & Langa, 2008). The use of the students’ home languages has been argued as a support needed while students continue to develop proficiency in the LoLT at the same time as learning mathematics. However, there is not much take-up on the ground.
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Setati, M., Planas, N. (2012). Mathematics Education Across Two Language Contexts. In: Skovsmose, O., Skovsmose, O., Greer, B. (eds) Opening the Cage. New Directions in Mathematics and Science Education, vol 23. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-808-7_8
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DOI: https://doi.org/10.1007/978-94-6091-808-7_8
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