Morocco : Multilingualism, Cultural Identity, and Mathematics Education, Post-French Protectorate, a Historical Perspective
Through a historical perspective, this study highlighted significant events and milestones about multilingualism, cultural identity, and mathematics education in Morocco pre-, during, and post-French Protectorate. Prior research in this area has typically focused on the effect on education of multilingualism and cultural identity in general, involving mathematics education only in passing. This study's purpose was to explore Morocco's attempt to restore its cultural identity post-French Protectorate and how that attempt influenced the Moroccan mathematical educational system. In addition, this study focused on the Arabic and indigenous Berber (Tamazight) languages of instruction in mathematics in Morocco to investigate if teaching and learning mathematics in the Arabic and Tamazight languages in secondary schools is preparing students adequately for the tertiary level. Finally, this study attempted to see if multilingualism and cultural identity are at the heart of mathematical educational reform and to offer insight into the state of mathematics education reforms suggested by the Moroccan government to remedy this challenge
Thesis, Dissertation, English, 2019
[publisher not identified], [New York, N.Y.?], 2019