Abstract
This chapter provides evidence of an inquiry approach for mathematics that utilises children's ecocultural and language background for encouraging talking and how teachers' questioning and class organisation assists with children talking mathematics in Indigenous PNG communities.
Original language | English |
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Title of host publication | Mathematical discourse that breaks barriers and creates space for marginalized learners |
Editors | R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas, D. Wagner |
Place of Publication | Rotterdam, The Netherlands |
Publisher | Brill | Sense |
Chapter | 13 |
Pages | 257-275 |
Number of pages | 19 |
Edition | 1st |
ISBN (Electronic) | 9789463512121 |
ISBN (Print) | 9789463512107, 9789463512114 |
Publication status | Published - 2018 |