Technical aspects of hemodialysis

Sandip Mitra, Nicos Mitsides

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


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. .
Original languageEnglish
Title of host publicationCore Concepts in Dialysis and Continuous Therapies
EditorsColm C. Magee, J. Kevin Tucker, Ajay K. Singh
PublisherSpringer Nature
Number of pages12
ISBN (Electronic)9781489976574
ISBN (Print)9781489976574
Publication statusPublished - 1 Jan 2016

Publication series

NameCore Concepts in Dialysis and Continuous Therapies


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