Teachers’ use of language in multilingual mathematics classrooms during trouble-spots

• Rabih El Mouhayar ^[1]
  1. [1] American University of Beirut

     American University of Beirut

     Líbano

     
• Localización: Avances de investigación en educación matemática: AIEM, ISSN-e 2254-4313, Nº. 19, 2021, págs. 21-38
• Idioma: inglés
• DOI: 10.35763/aiem.v0i19.405
• Títulos paralelos:
  • La lengua en usode profesores en aulasde matemáticas multilingües durantefocos de tensión
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    La enseñanza de matemáticas en una lengua extranjera puede conducir a la discriminación de algunos alumnos particularmente durante focos de tensión que requieren de la construcción de comprensión compartida.Esta investigación compara la interacción profesor-alumno en dos aulas delLíbano donde las matemáticas se enseñan en una lengua extranjera. Se grabaron y transcribieron diechiocho sesiones de clase, y las intervenciones de profesor y alumnos se codificaron a nivel de: escuela; sesión; interlocutor; uso de la lengua; movimiento y función. Aquí se documentan el análisis cuantitativo del uso de la lengua e ilustraciones de secuencias representativas. El diálogo triádico como modo dominante de interacción y la naturaleza multilingüe de la lenga aparecieroncomo aspectos únicos del habla del profesor en clase.También sedetectarondiferencias en el papel de la lengua como recurso para producirsignificado. Los resultados se discuten con visiones socioculturales y etnometodológicas de la lengua como medio para lograr enseñar y aprender matemáticas.

  • English

    Mathematics teaching in aforeign language may lead to discrimination for some learners specifically during trouble-spots that require the construction of shared-understanding. This research compares teacher-learner interaction in two classrooms ofLebanon where mathematics is taught in a foreign language. Eighteen lessons were recordedand transcribed, and utterances of teacher and learners were coded at the levels of: school; session; interlocutor; language use; move and function. Quantitative analysis of language use and qualitative illustrationsof representative sequences are reported. The triadic dialogue as the dominant mode of interaction and the multilingual nature of language werefound unique aspects of classroomteachertalk. Differences in the roles of language as a resource for meaning-making werealsoidentified. Findings are discussedwithinsociocultural and ethnomethodological viewsof language as a medium to achieve mathematics teaching and learning.

• Referencias bibliográficas
  • Adler, J. (1999). The dilemma of transparency: Seeing and seeing through talk in the mathematics classroom. Journal for Research in Mathematics...
  • Adler, J. (2001). Teaching mathematics in multilingual classrooms. Dordrecht, Netherlands: Kluwer Academic Publishers.
  • Adler, J. (2021). Content and context specificity matter in the ‘how’ of languageresponsive mathematics teacher professional development....
  • Alibali, M. W., Nathan, M. J., Church, R. B., Wolfgram, M. S., Kim, S., & Knuth, E. J. (2013). Teachers’ gestures and speech in mathematics...
  • Amin, T., & Badreddine, D. (2020). Teaching science in Arabic: Diglossia and discourse patterns in the elementary classroom. International...
  • Bakhtin, M. M. (1981). Discourse in the novel. In M. M. Bakhtin (Ed.), The dialogic imagination: Four essays (pp. 259-422). Austin, TX: University...
  • Barwell, R. (2018). From language as a resource to sources of meaning in multilingual mathematics classrooms. The Journal of Mathematical...
  • El Mouhayar, R. (2019). Triadic dialogue during classroom talk in the context of pattern generalization. In M. Graven, H. Venkat, A. Essien,...
  • El Mouhayar, R. (2020a). Investigating quality of class talk in grade 7: The case of pattern generalization. International Journal of Science...
  • El Mouhayar, R. (2020b). Triadic dialogue in multilingual mathematics classrooms as a promoter of generalization during class talk. Mathematics...
  • El Mouhayar, R. (2021). The role of languages in the process of objectification in pattern generalization in a multilingual mathematics classroom....
  • Farrugia, M. T. (2009). Reflections on a medium of instruction policy for mathematics in Malta. In R. Barwell (Ed.), Multilingualism in mathematics...
  • Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs, NJ: PrenticeHall.
  • Ingram, J. (2018). Moving forward with ethnomethodological approaches to analysing mathematics classroom interactions. ZDM-Mathematics Education,...
  • Khisty, L. L., & Chval, K. B. (2002). Pedagogic discourse and equity in mathematics: When teachers’ talk matters. Mathematics Education...
  • Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood, MA: Ablex.
  • Moschkovich, J. N. (2008). “I went by twos, he went by one”: Multiple interpretations of inscriptions as resources for mathematical discussions....
  • Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics,...
  • Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2),...
  • Planas, N., & Setati-Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education,...
  • Salloum, S., & BouJaoude, S. (2019). The use of triadic dialogue in the science classroom: A teacher negotiating conceptual learning with...
  • Sinclair, J. McH., & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London, England:...
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E....
  • Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Ed.). Cambridge, MA: MIT Press.
  • Wells, G. (1999). Dialogic inquiry: Toward a sociocultural practice and theory of education. Cambridge, MA: Cambridge University Press.
  • Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press