A multilingual mathematics classroom: Various realitites
2014 (English)In: Mathematics and reality, Proceedings of CIEAEM 66, Quaderni di Ricerca in didattica / [ed] G. Aldon, B. Di Paola, & C. Fazio, Lyon, 2014, Vol. 24(1), 388- p.Conference paper (Refereed)
In this paper we give account for a study where various realities in a multilingual mathematics classroom are analysed through the concepts of discourse and agency. We draw on a previous ethnographic study, revisiting some data with a focus on how students’ earlier experiences are taken into account for their learning of mathematics. In the findings we describe how out of school experiences of students are taken into account in the learning of mathematics. Those experiences relate to Swedish teaching traditions in primary school, such as the use of fairy tales. Devoting time to communication and activities where there were opportunities for students to contribute to content matter and shared knowledge production seemed to make students maintain focus on mathematical ideas. The inclusion of students’ inquiries and students’ responses in the classroom practices supported students as active learners, at the same time as students’ enacted agency maintained a dialogic school mathematical discourse.
Place, publisher, year, edition, pages
Lyon, 2014. Vol. 24(1), 388- p.
Research subject Mathematics Education
IdentifiersURN: urn:nbn:se:su:diva-126577OAI: oai:DiVA.org:su-126577DiVA: diva2:901328