Title: A Situated and Sociocultural Perspective on Bilingual Mathematics Learners
Abstract: Abstract My aim in this article is to explore 3 perspectives on bilingual mathematics learners and to consider how a situated and sociocultural perspective can inform work in this area. The 1st perspective focuses on acquisition of vocabulary, the 2nd focuses on the construction of multiple meanings across registers, and the 3rd focuses on participation in mathematical practices. The 3rd perspective is based on sociocultural and situated views of both language and mathematics learning. In 2 mathematical discussions, I illustrate how a situated and sociocultural perspective can complicate our understanding of bilingual mathematics learners and expand our view of what counts as competence in mathematical communication.
Publication Year: 2002
Publication Date: 2002-07-01
Language: en
Type: article
Indexed In: ['crossref']
Access and Citation
Cited By Count: 451
AI Researcher Chatbot
Get quick answers to your questions about the article from our AI researcher chatbot