Skip to search boxSkip to navigationSkip to main content

Complementary functions of learning mathematics in complementary schools

  • Universidad de Chile
Research Output: Chapter in Book/Report/Conference proceeding Chapter Peer-review

Publication Information

Output type

Research Output: Chapter in Book/Report/Conference proceeding Chapter Peer-review

Host publication Subtitle

Issues for Policy, Practice and Teacher Education

Original language

English

Pages from-to (Number of pages)

Pages 227-247 (21 pages)

Publication milestones

  • Published - 01/01/2015

Publication status

Published - 01/01/2015

Publisher

Sense Publishers

ISBN (Print)

9789463002271

ISBN (Electronic)

9789463002295

Publication IDs

  • Scopus: 85018937728

Host publication title

Teaching and Learning Mathematics in Multilingual Classrooms

Abstract

Mathematics is believed by some to be a universal language that all human beings share (Singh, 1997; Guedj, 2000). In this school of thought, mathematics has its own particular syntax, genre and ways of argumentation. For example it is commonly believed doing arithmetic is the same regardless of whether one is performing arithmetic in Chinese, Farsi or in English. However although the result is the same, the linguistic support that is behind the arithmetic process is not necessarily identical.

Access to documents

Publication metrics