Supporting the Participation of English Language Learners in Mathematical Discussions.

Judit N. Moschkovich

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Mathematics Education and Teaching Techniques Multilingual Education and Policy Second Language Learning and Teaching

Abstract

The aim of this paper is to explore how teachers can support English language learners in learning mathematics and not only English. The focus of the analysis will be on one important aspect of learning mathematics: participation in mathematical discussions. I use a discourse perspective (Gee, 1996) on learning mathematics to address two pairs of questions central to mathematics instruction for students who are learning English (as well as for students who are native English speakers):

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1996Social Linguistics And Literacies: Ideology in Discourse 1993Aligning Academic Task and Participation Status through Revoicing: Analysis of a Classroom Discourse Strategy 1993Discourse, Mathematical Thinking, and Classroom Practice

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2014Learning as a cultural process: achieving equity through diversity 2015Academic literacy in mathematics for English Learners 2011Promoting equity in mathematics teacher preparation: a framework for advancing teacher learning of children’s multiple mathematics knowledge bases 2013Exploring Relationships Between Setting Up Complex Tasks and Opportunities to Learn in Concluding Whole-Class Discussions in Middle-Grades Mathematics Instruction 2013Principles and Guidelines for Equitable Mathematics Teaching Practices and Materials for English Language Learners 2002Beyond Essentialism: The Complexity of Language in Teaching Mathematics to Latina/o Students 2021Designing and enacting instruction that enhances language for mathematics learning: a review of the state of development and research 2013English Learners' Participation in Mathematical Discussion: Shifting Positionings and Dynamic Identities

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