Multilingual Approach to Mathematics Education

Issues and Ideas in Education

View Publication Info
 
 
Field Value
 
Title Multilingual Approach to Mathematics Education
 
Creator Bairy, Shailaja
 
Subject CLIL
Plurilingualism
Singapore BAR Model method
 
Description Multilingual approach to pedagogical practices in mathematics has the potential to target high level mathematical competence and abstraction. Content and Language Integrated Learning (CLIL) is an innovative educational approach to learning, a dynamic and motivating force with holistic features. Not only does it image a shift towards curricular and cultural integration but also helps greatly to focus on deeper conceptual understanding in Mathematics. CLIL’s basic principle of integration of the content and languages if accepted in a broader sense as ‘Content connected to regional language and a new language, culture, nature, real-life’ might solve various problems associated with the teaching-learning of mathematics, and thus ensures to support ‘learning for real life’. This paper establishes the need for ‘Multilingualism’ through a comprehensive literature research. It highlights multilingualism as a trigger for active approach to the quality of Mathematics education, mainly in Indian scenario. The importance of teaching mathematics as a language and specific strategies for teaching mathematics vocabulary are discussed. The illustrations provided for such approaches are entirely based on author’s teaching experiences. 
 
Publisher Chitkara University Publication
 
Date 2019-09-04
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier https://iie.chitkara.edu.in/index.php/iie/article/view/168
10.15415/iie.2019.72008
 
Source Issues and Ideas in Education; Vol 7 No 2 (2019); 71-86
2320-8805
2320-7655
 
Language eng
 
Relation https://iie.chitkara.edu.in/index.php/iie/article/view/168/100
 
Rights Copyright (c) 2019 Shailaja Bairy
https://creativecommons.org/licenses/by/4.0
 

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