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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 Maths was fine until they brought the alphabet into it: An examination of Irish 14-year-olds' knowledge of initial algebra Healy O'Brien, Aoife. - : NUI Galway, 2021 BASE Show details 2 Science classroom discourse and learning in secondary biology classrooms implementing a Content and Language Integrated Learning (CLIL) approach Tagnin, Laura. - : NUI Galway, 2019 BASE Show details 3 The role of the classroom teacher in supporting bilingual primary pupils in the learning of mathematics Ryan, Miriam; Ní Ríordáin, Máire. - : European Society for Research in Mathematics Education, 2017 BASE Show details 4 Ensuring methodological rigor for investigating the discourse development of bilingual mathematics learners Brilly, Claire; Ní Ríordáin, Máire; Flanagan, Eílis. - : European Society for Research in Mathematics Education, 2017 Abstract: Given the nature of investigating bilingual mathematics learners and learning environments, a key concern is how we can ensure that the rigor of our research is matched by the rigor of methodological frameworks and approaches employed. Our goal is to develop a theoretical framework and associated methodology and methods, in practice, in order to ascertain their suitability for investigating bilingual mathematics learners in an educational context. Moschkovich (2016) identified four key recommendations for conducting research on language: utilising interdisciplinary approaches, defining central constructs, building on existing methodologies, and recognizing central distinctions. Utilising Moschkovichâ s framework, this paper provides an appraisal of the methodology and methods to be employed in a research project examining bilingual mathematics learners. Keyword: Bilingualism; Discourse; Framework; Methodology; Methods URL: http://hdl.handle.net/10468/4005 BASE Hide details 5 Bilingual mathematics learners, conceptual mathematical activity and the role of their languages. How best to investigate? Ni Riordain, Maire; Mccluskey, Aisling In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01287693 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1454-1460 (2015) BASE Show details 6 Mathematics education in bilingual contexts: Irish-English, Breton-French Poisard, Caroline; Ni Riordain, Maire; Le Pipec, Erwan In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01287778 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1468-1474 (2015) BASE Show details 7 Mathematics education in bilingual contexts : Irish-English, Breton-French. Poisard, Caroline; Ni Riordain, Maire; Le Pipec, Erwan In: Cerme 9 Congress of European Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01213487 ; Cerme 9 Congress of European Research in Mathematics Education, Feb 2015, Prague, Czech Republic (2015) BASE Show details 8 What do we know about mathematics teaching and learning of multilingual adults and why does it matter? Ní Ríordáin, Máire; Coben, Diana; Miller-Reilly, Barbara. - 2015 BASE Show details

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