The role of the classroom teacher in supporting bilingual primary pupils in the learning of mathematics

Abstract

This paper examines some of key messages in the mathematics and multilingualism in mathematics literature and relates them to opportunities for the development of a development of a focus on the teacherâ s role in maximising opportunities for learning arising from the bilingual mathematics classroom. Insights will be drawn from the literature on socio-cultural learning, in particular that of situated and discourse perspectives. The implications of these perspectives will be discussed in light of classroom practices and the literature on multilingual learning of mathematics. A proposed project in the teaching of mathematics in Irish Gaelscoileanna will be discussed in light of these discussions.