Mathematics Education Across Two Language Contexts
作者： Mamokgethi Setati , Núria Planas
DOI: 10.1007/978-94-6091-808-7_8
关键词:
摘要: There is a continuing debate in mathematics education research and practice regarding the use of languages multilingual classrooms which children are not yet fully fluent language learning teaching (LoLT). Research supports students’ home for (e.g. Adler, 2001; Khisty, 1995; Moschkovich, 1999, 2002; Setati, Molefe, & Langa, 2008). The has been argued as support needed while students continue to develop proficiency LoLT at same time mathematics. However, there much take-up on ground.
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