What does it mean to teach and learn mathematics in a context where there are three dominant languages and only one of them is the official language of learning and teaching (LoLT)? This is a growing situation in many countries with a history of colonization. It is also common in European countries that do not have any of the world languages as the main or official language and are working hard to assert the position of their official languages in a context where there is a dominant world language. How do teachers and learners in these context use languages during mathematics teaching and learning and why?
It is widely accepted that language is important in learning and thinking and that the ability to communicate mathematically is central to learning and teaching school mathematics. What is still under constant debate and investigation is how different languages are and can be used to enable, facilitate or support successful learning of mathematics in linguistically diverse context.
This chapter focuses on trilingual mathematics classrooms.
Various methods for constructing probability distributions, their generalizations and their classes have been given. Statistical properties and methods of estimation have been stated. Some work done on probability ...
This study explored language practices of trilingual undergraduate students of mathematics as they made sense of an algebraic task. Specifically, the study set out to explore whether, how and why trilingual undergraduate ...
