Abstract
This chapter is based on a paper I presented at the 11th International Congress on Mathematical Education as part of Survey Team 5: Mathematics education in multicultural and multilingual environments, chaired by Alan Bishop. Our team ended up dividing the survey team theme into four topics and I was in charge of surveying research related to the mathematics teaching and learning of immigrant students. The other topics were: Multicultural teacher education, particularly with indigenous teachers (Maria do Carmo Domite); A review of research on multilingualism in mathematics education in Africa, 2000–2007 (Mamokgethi Setati); Cultural conflicts, ethnomathematical developments, and marginalized learners (Alan Bishop). To address my topic, I drew on proceedings of recent international conferences that I knew had presentations related to mathematics education and immigrant students.
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Civil, M. (2012). Mathematics Teaching and Learning of Immigrant Students. 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_6
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