In the last decade we have intensified our work on mathematics education and language diversity in our two contexts of research: Tucson, AZ, and Barcelona, Catalonia. The two of us are interested in the role and use of languages in scenarios of mathematical teaching and learning. From the perspective of our investigations, this interest entails different interpretive methods and large collections of data.
Civil, M. , Planas, N. (2012)., Whose language is it?, in S. Mukhopadhyay & W. Roth (eds.), Alternative forms of knowing (in) mathematics, Rotterdam, SensePublishers, pp. 71-89.
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