Abstract
The aims of a study to teach mathematics in Mawng, an Australian Indigenous language, shifted from providing a foundation to enhance transferral to English to involving a language maintenance aspect. The study took place in a multilingual community. The roles of multiple Indigenous languages in a mathematics lesson are reported on. It is argued that the use of the multiple languages as resources in the mathematics class contribute to the reinforcing the political status of Mawng in the community, including as a language of formal education.
| Original language | English |
|---|---|
| Title of host publication | Mathematics Education Research: Impacting Practice |
| Subtitle of host publication | Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia |
| Editors | Gregory Hine, Susan Blackley, Audrey Cooke |
| Place of Publication | South Australia |
| Publisher | Mathematics Education Research Group of Australasia |
| Pages | 244-251 |
| Number of pages | 8 |
| Edition | 1 |
| ISBN (Electronic) | 9781920846312 |
| Publication status | Published - 2019 |
| Event | MERGA Conference 2019: Mathematics Education Research: Impacting Practice - Curtin University, Perth, Australia Duration: 30 Jun 2019 → 4 Jul 2019 Conference number: 42nd http://www.promaco.com.au/events/MERGA/ |
Conference
| Conference | MERGA Conference 2019 |
|---|---|
| Country/Territory | Australia |
| City | Perth |
| Period | 30/06/19 → 4/07/19 |
| Internet address |