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An immigrant student’s identity formation in a Swedish bilingual mathematics classroom
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2010 (English)In: Mathematics and mathematics education: Cultural and social dimensions: proceedings of MADIF 7 / [ed] Christer Bergsten, Eva Jablonka, Tine Wedege, Linköping: Linköpings universitet , 2010, 179-188 p.Conference paper, Published paper (Refereed)
Abstract [en]

This paper challenges current understandings of multicultural and bilingual students in mathematics classrooms in Sweden. Bilingual students are often pre-defined as disadvantaged and bilingualism is constructed as an obstacle. But students’ identity formation can be effects of agency and of participation in a variety of competing discourses available in a classroom. In a discourse where bilingualism is encouraged an immigrant student’s ability to positively build upon opportunities in the mathematics classroom seems to enhance.

Place, publisher, year, edition, pages
Linköping: Linköpings universitet , 2010. 179-188 p.
Series
Skrifter från Svensk förening för matematikdidaktisk forskning, ISSN 1651-3274 ; 7
National Category
Didactics
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-43505ISBN: 91-973934-6-0 (print)OAI: oai:DiVA.org:su-43505DiVA: diva2:357426
Conference
MADIF 7: the Seventh Mathematics Education Research Seminar, Stockholm, January 26-27, 2010
Available from: 2010-10-18 Created: 2010-10-18 Last updated: 2010-11-02Bibliographically approved
In thesis
1. Flerspråkiga matematikklassrum: Diskurser i grundskolans matematikundervisning
Open this publication in new window or tab >>Flerspråkiga matematikklassrum: Diskurser i grundskolans matematikundervisning
2010 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Multilingual Mathematics Classrooms : Discourses in Compulsory School in Sweden
Abstract [en]

The aim of this thesis is to investigate and analyze practices in multilingual mathematics classrooms in compulsory school in Sweden. By using ethnographic methods, mainly participant observation, data were collected in a number of multilingual mathematics classrooms in suburban areas of a major city. The data include field notes, interviews and informal conversations with students, teachers and school administrators. The analysis is based on a coordination of Foucault’s discourse theory and Skovsmose’s critical mathematics education. The socio-political viewpoint defines power as relational and as having an effect on school mathematics practices. Discourse, agency, foreground and identity are used as analytic tools. In five articles, the thesis investigates how the various discourses affect multilingual students’ agency, foreground and identity formation as engaged mathematics learners. The effects of students’ and teachers’ agency on discourse switching in multilingual mathematics classrooms are also investigated. The findings indicate that bilingual communication in the mathematics classroom enhances students’ identity formation as engaged mathematics learners. Language- and content-based instruction seems to do the same, though monolingual instruction may jeopardize students’ identities as bilinguals while the discourse may normalize Swedish and Swedishness exclusively. Focus on linguistic dimensions in mathematics build up a communicative reform-oriented school mathematics discourse. The competing and intersecting discourses available in the multilingual mathematics classroom affect students’ agency, foreground and identity formation as engaged mathematics learners. For example, a reform-oriented school mathematics discourse intersecting with a social-relational discourse affects students’ active agency allowing power relations to be negotiated. A principal conclusion is that the success or failure of multilingual students in multilingual mathematics classrooms cannot be explained in terms of language and cultural factors alone, but only in relation discourse, and to social and political conditions in society at large.

Place, publisher, year, edition, pages
Stockholm: Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholms universitet, 2010. 133 p.
Keyword
multilingual mathematics classrooms, discourse, Swedishness, agency, identities, foreground, ethnography, socio-political
National Category
Didactics
Research subject
Mathematics Education
Identifiers
urn:nbn:se:su:diva-43510 (URN)978-91-7447-149-6 (ISBN)
Public defence
2010-12-03, sal G, Arrheniuslaboratorierna, Svante Arrhenius väg 20 C, Stockholm, 13:00 (English)
Opponent
Supervisors
Note
At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 3: Accepted. Paper 4: Manuscript. Paper 5: Manuscript.Available from: 2010-11-11 Created: 2010-10-18 Last updated: 2010-11-11Bibliographically approved

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