Discourses and Agency in a Multilingual Mathematics Classroom
(English)In: Nordic Educational Research Working paper seriesArticle in journal (Refereed) Accepted
I challenge understandings of students with a foreign background in mathematics classrooms in Sweden as disadvantaged. Students are often pre-defined as unsuccessful and bilingualism is constructed as an obstacle in classrooms. I explore how discourses operate in a monolingually instructed mathematics classroom. Among various discourses mainly three are exercised, a reform-oriented mathematics discourse, a language supportive discourse and a discourse excluding student’s linguistic and cultural experiences. A language supportive discourse promotes a reform-oriented mathematics discourse, and occasionally operates towards normalization towards Swedishness. On the other hand a reform-oriented discourse supports a language supportive discourse. Within these discourses there is space for students’ agency, and students position themselves as engaged mathematics learners.
Place, publisher, year, edition, pages
Stockholm: Department of Education, Stockholm University.
Research subject Mathematics Education
IdentifiersURN: urn:nbn:se:su:diva-43506OAI: oai:DiVA.org:su-43506DiVA: diva2:357441