@inbook{5184cfd791ef43809f09ba04c3861a37,

title = "Technical aspects of hemodialysis",

abstract = "What does linguistic or cultural diversity look like in a mathematics classroom? How does such diversity influence the teaching or learning of.mathe- matics? In this chapter, I address these and related questions. Specifically, I draw on Bakhtin's notion of heteroglossia to analyse the literature on teaching and learning mathematics in linguistically diverse classrooms. Based on this analysis, I describe and discuss four tensions that arise in linguistically diverse mathematics classrooms: tensions between school and home languages; • between· formal. and informal lan- guage in mathematics; between language policy and mathematics classroom prac- tice; and between a language for learning mathematics and a language for getting on in the world. These tensions can all be traced to an underlying tension between what. Bakhtin calls centripetal and centrifugal forces in language. I conclude by consider- ing some of the implications of my analysis for equity in mathematics teaching. .",

author = "Sandip Mitra and Nicos Mitsides",

year = "2016",

month = jan,

day = "1",

doi = "10.1007/978-1-4899-7657-4_2",

language = "English",

isbn = "9781489976574",

series = "Core Concepts in Dialysis and Continuous Therapies",

publisher = "Springer Nature",

pages = "15--26",

editor = "Magee, {Colm C. } and Tucker, {J. Kevin } and Singh, {Ajay K. }",

booktitle = "Core Concepts in Dialysis and Continuous Therapies",

address = "United States",

}