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Teaching and Learning Mathematics in Multilingual Classrooms pp 25–39Cite as

Mathematics Education, Language and Superdiversity

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Abstract

There is a growing awareness in the social sciences that globalisation has changed the nature of ‘diversity’. The old certainties of distinct ethnic groups, with distinct cultures, speaking distinct languages and living in distinct communities in specific locations are increasingly untenable. This shift is as applicable in mathematics classrooms as anywhere else and is particularly relevant to research on the teaching and learning of mathematics in multilingual classrooms (Clarkson, 2009a).

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Author information

Authors and Affiliations

  1. Faculty of Education, University of Ottawa, Ontario, Canada

    Richard Barwell

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  1. Richard Barwell
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Editor information

Editors and Affiliations

  1. Aga Khan University, Tanzania

    Anjum Halai

  2. Australian Catholic University, Australia

    Philip Clarkson

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© 2016 Sense Publishers

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Barwell, R. (2016). Mathematics Education, Language and Superdiversity. In: Halai, A., Clarkson, P. (eds) Teaching and Learning Mathematics in Multilingual Classrooms. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-229-5_3

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  • DOI: https://doi.org/10.1007/978-94-6300-229-5_3

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-229-5

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