Complementary functions of learning mathematics in complementary schools

Danyal Farsani

doi:10.1007/978-94-6300-229-5_15

Complementary functions of learning mathematics in complementary schools

Danyal Farsani

Universidad de Chile

Producción científica: Capítulo del libro/informe/acta de congreso › Capítulo › revisión exhaustiva

16 Citas (Scopus)

Resumen

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.

Idioma original	Inglés
Título de la publicación alojada	Teaching and Learning Mathematics in Multilingual Classrooms
Subtítulo de la publicación alojada	Issues for Policy, Practice and Teacher Education
Editorial	Sense Publishers
Páginas	227-247
Número de páginas	21
ISBN (versión digital)	9789463002295
ISBN (versión impresa)	9789463002271
DOI	https://doi.org/10.1007/978-94-6300-229-5_15
Estado	Publicada - 1 ene 2015
Publicado de forma externa	Sí

Acceder al documento

10.1007/978-94-6300-229-5_15

Otros archivos y enlaces

Enlace a la publicación en Scopus

Citar esto

@inbook{e17b7523440b4f778d2f1115abdc7b35,

title = "Complementary functions of learning mathematics in complementary schools",

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.",

author = "Danyal Farsani",

year = "2015",

month = jan,

day = "1",

doi = "10.1007/978-94-6300-229-5_15",

language = "Ingl{\'e}s",

isbn = "9789463002271",

pages = "227--247",

booktitle = "Teaching and Learning Mathematics in Multilingual Classrooms",

publisher = "Sense Publishers",

}

TY - CHAP

T1 - Complementary functions of learning mathematics in complementary schools

AU - Farsani, Danyal

PY - 2015/1/1

Y1 - 2015/1/1

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=85018937728&partnerID=8YFLogxK

U2 - 10.1007/978-94-6300-229-5_15

DO - 10.1007/978-94-6300-229-5_15

M3 - Capítulo

AN - SCOPUS:85018937728

SN - 9789463002271

SP - 227

EP - 247

BT - Teaching and Learning Mathematics in Multilingual Classrooms

PB - Sense Publishers

ER -

Complementary functions of learning mathematics in complementary schools

Resumen

Acceder al documento

Otros archivos y enlaces

Huella

Citar esto