Investigating Stratification, Language Diversity and Mathematics Classroom InteractionReport as inadecuate




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PNA, v11 n1 p34-52 2016

Research on the socio-political dimensions of language diversity in mathematics classrooms is under-theorised and largely focuses on language choice. These dimensions are, however, likely to influence mathematics classroom interaction in many other ways than participants' choice of language. To investigate these influences, I propose that the notions of heteroglossia, orders of indexicality and scale-jumping, can provide new theoretical tools with which to understand the links between classroom interaction and broader social patterns of marginalisation. To illustrate the utility of these ideas, I include some analysis of an episode observed in a sheltered elementary school second language mathematics classroom in Canada.

Descriptors: Mathematics Curriculum, Mathematics, Mathematics Instruction, Mathematics Education, Interaction, Elementary School Students, Foreign Countries, Social Stratification, Second Language Learning, Elementary School Mathematics, Ethnography, Participant Observation

Universidad de Granada Didáctica de la Matemática: Persamiento Numerico, FQM-193. Campus de Cartuja, Granada, Spain 18071. Tel: +34-958-241503; Fax: +34-958-246359; e-mail: pna[at]ugr.es; Web site: http://www.pna.es





Author: Barwell, Richard

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2133&id=EJ1117398



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