Defining issues in Ed Ling

[Francis M Hult]

Bob writes:
<<But on the other hand, different realms of discourse (home language, school
language, etc) contain and nurture mathematical ideas. So part of the
point of mathematical language is to partition off a sphere of
discourse, and create the conceptual leverage  required to bring
students into the conversation. This conceptual leverage operates by
adding new meanings to terms in the home/school languages, as well as
adding new terms to the students' verbal repertoirs.>>

There has been some wonderful work done around bringing together local/community ways of knowing with
school practices, such as the Funds of Knowledge:

http://www.aaanet.org/committees/commissions/aec/fok.htm

http://www.ed.gov/pubs/ModStrat/pt3i.html

http://www.ncrel.org/sdrs/cityschl/city1_1c.htm

http://www.cal.org/ericcll/digest/ncrcds01.html

Francis