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Author:   Sashi Sharma ,  Danyal Farsani ,  Shweta Sharma
Publisher:   Springer Verlag, Singapore
Imprint:   Springer Verlag, Singapore
ISBN:  

9789819587308

ISBN 10:   9819587301
Pages:   294
Publication Date:   19 May 2026
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Reimagining diversity in mathematics and statistics classrooms.- The need and possibilities for indigenising mathematics curricula for initial teacher education for maori medium schools.- Connecting funds of knowledge values and language to develop culturally sustaining mathematics pedagogy.- Parochial probability perspectives.- Teaching secondary school mathematics using examples benefits and challenges from a case study of teachers and students in solomon islands.- Therapeutic decolonial research program in mathematics education.- Examining mathematics education in multicultural india from the perspective of policy directives.- Formation of pakistan as a nation and education within the landscape of diversity of languages considerations for equity and quality mathematics education.- What expertise do teachers need to exploit the epistemic potential of multiple languages for mathematics learning.- Fostering mathematical meaning making connecting out of school mathematical knowledge and multilingual pedagogy.- A study on teaching learning of mathematics in trilingual contexts.- Semiotic resources in the linguistically diverse mathematics classroom.- Exploring mathematical nonverbal interaction of l2 spanish speakers through spy cameras.- Teachers and childrens speech genres in a new zealand multilingual primary mathematics classroom.- Supporting the teaching and learning of statistics in multilingual classrooms a collaborative study.- From the voices of five immigrant students.- Envisioning diversity for weaving culture and language in mathematics and statistics classrooms.- Implications for Policy and Practice the debate on language of instruction.

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Author Information

Dr. Sashi Sharma is an associate professor at the Division of Education, University of Waikato, New Zealand. She is a mathematics educator who is employing a language-as-resource approach to increase the learning opportunities for all learners by focusing on mathematics/statistics and language development. As someone from a Pacific nation who has conducted research in the region, multilingualism is of personal importance as well as of strategic relevance. She has published extensively in the area of mathematics and statistics education. Her research interests span statistical literacy and lexical ambiguity in statistics.  Dr. Danyal Farsani is an associate professor of mathematics education and is interested in language particularly in the verbal, vocal, and visual forms of language. He has experienced teaching (and learning) mathematics in three different continents in five different countries (Iran, United Kingdom, Chile, Brazil, and Norway). Danyal has published various papers in educational, educational psychology, and educational technology journals concerning teaching and learning mathematics in multilingual and multicultural contexts.  Dr. Shweta Sharma is a lecturer and teacher educator at the University of Canterbury, New Zealand. She is interested in the role of language in mathematical meaning-making. Her thinking is largely influenced by Bakhtin’s Dialogic theory, which takes language use as social action. As a multilingual person and a primary teacher, she has experienced how language is not merely a tool for transferring knowledge, but rather an action of displaying and negotiating understandings. She is an emerging researcher with an active publication record. 

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