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Agency and positioning in a multilingual mathematics classroom
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2015 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 89, no 2, 167-184 p.Article in journal (Refereed) Published
Abstract [en]

This paper draws on data from a first grade multilingual mathematics classroom in Sweden. I explore how students' agency is pronounced in the classroom that actually can be a site where mathematics reform-oriented pedagogy thrives and how the emphasis on language support in such classrooms can support reform-oriented pedagogy. I argue that the emphasis on reform-oriented pedagogy can support the learning of mathematics and a second language, simultaneously. By analysing discursive practices, I show how this supportive relationship operates alongside the on-going processes of normalisation whereby students' mother tongues continue to be erased or ignored.

Place, publisher, year, edition, pages
2015. Vol. 89, no 2, 167-184 p.
Keyword [en]
Mathematics, Language-oriented, Reform-oriented, Foucault, First grade classroom
National Category
Educational Sciences
URN: urn:nbn:se:su:diva-117420DOI: 10.1007/s10649-015-9603-5ISI: 000353469100002OAI: diva2:813903


Available from: 2015-05-25 Created: 2015-05-19 Last updated: 2015-05-25Bibliographically approved

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Norén, Eva
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