open access publication

Chapter, 2016

Introduction: An ICMI Study on Language Diversity in Mathematics Education

Editors:

Series: New Icmi Study Series ISSN 1387-6872, Pages 1-22

Publisher: Springer

DOI: 10.1007/978-3-319-14511-2_1

Contributors

Barwell R. (Corresponding author) [1] Clarkson P. [2] Halai A. [3] Kazima M. [4] Moschkovich J. [5] Planas N. [6] [7] Setati Phakeng M. [7] Valero P. [8] Villavicencio Ubillus M. [9]

Affiliations

  1. [1] University of Ottawa
    2. [NORA names: Canada; America, North; OECD];
  2. [2] Australian Catholic University
    3. [NORA names: Australia; Oceania; OECD];
  3. [3] Aga Khan University
    4. [NORA names: Tanzania; Africa];
  4. [4] University of Malawi
    5. [NORA names: Malawi; Africa];
  5. [5] University of California
    6. [NORA names: United States; America, North; OECD];

Abstract

This chapter provides the introduction to this ICMI Study 21 volume. It includes: a discussion of the place of this study and its topic within ICME; a discussion of what is meant by the study title; and a brief historical account of research on this topic in mathematics education. The chapter also recounts the various stages of the study, including the development of the discussion document, the study conference, and the preparation of this volume. The latter parts of the chapter include syntheses of some key research ideas emerging from the volume, implications for policy and practice and issues for further research.

Keywords

Deficit/deficiency, Gender, Language diversity, Policy, Politics/political, Poverty, Study conference, UNESCO

Data Provider: Elsevier

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