Multilingualism in Mathematics Classrooms

Richard Barwell is associate professor at the Faculty of Education, University of Ottawa, Canada. His research is located in the intersection of applied linguistics and mathematics education, with a particular focus on multilingualism/ bilingualism in the teaching and learning of mathematics. His research interests include mathematics classroom discourse, mathematics learning in multilingual settings and the relationship between learning language and learning curriculum content and his work has been published in peer-reviewed journals in applied linguistics, mathematics education and general education. Prior to his academic career, Dr. Barwell taught mathematics in the UK and in Pakistan, where his interest in language and mathematics first arose.

• 1 Mathematics in Multilingual Classrooms: An Introductory Discussion - Richard Barwell2 Mapping the Mathematical Langscape - Frank Monaghan3 Somali Mathematics Terminology: A Community Exploration of Mathematics and Culture - Susan Staats4 Politics and Practice of Learning Mathematics in Multilingual Classrooms: Lessons from Pakistan - Anjum Halai5 Mathematical Word Problems and Bilingual Learners in England - Richard Barwell6 How Language and Graphs Support Conversation in a Bilingual Mathematics Classroom - Judit Moschkovich7 Reflections on a Medium of Instruction Policy for Mathematics in Malta - Marie T. Farrugia8 Bilingual Mathematics Classrooms in Wales - Dylan V. Jones9 Bilingual Latino Students, Writing and Mathematics: A Case Study of Successful Teaching and Learning - Kathryn Chval and Lena Licon Khisty10 Mathematics Teaching in Australian Multilingual Classrooms: Developing an Approach to the Use of Classroom Languages - Philip C. Clarkson11 Where Next for Multilingual Mathematics Classrooms? - Richard Barwell

The book adds significantly to the scholarly literature on linguistic diversity issues in mathematics education. This book also succeeds in capturing the powerful learning environments that teachers are intuitively creating, by analyzing classroom social interactions. This book will appeal to mathematics educators, teacher candidates, and researchers who are concerned with mathematics learning and teaching in multilingual classrooms. Also, this book will provide insights into second language educators, teacher candidates, and researchers who are interested in second language learning in content areas. The authors successfully described the complexity of teaching mathematics to linguistically diverse learners with the intent of sharing these insights with the international community of teachers and researchers who are concerned with multilingualism as a whole.