Multilingual Mathematics: Learning through Contested Spaces of Meaning Making

Autor/in	Razfar, Aria
Titel	Multilingual Mathematics: Learning through Contested Spaces of Meaning Making
Quelle	In: International Multilingual Research Journal, 7 (2013) 3, S.175-196 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2012.665204
Schlagwörter	Multilingualism; Mathematics Instruction; Hispanic American Students; Bilingualism; Spanish; English (Second Language); Second Language Learning; Clubs; Problem Solving; Student Role; Community Involvement; After School Programs; Video Technology; Discourse Analysis; Sociolinguistics; Learning Activities; Mathematics Activities + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Mathematics lessons; Mathematikunterricht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bilingualismus; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Club; Klub; Problemlösen; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Diskursanalyse; Soziolinguistik; Lernaktivität
Abstract	Drawing on Cultural Historical Activity Theory, language socialization, and the notion of "third space," this article examines how bilingual, Latina/o students (Latina/o English learners) use sophisticated linguistic, cultural, and mathematical tools to solve community-based problems. This article examines the inherent tensions in using multiple linguistic tools to engage in a mathematically rich activity called "Recipes." Rather than view these tensions as impediments, this article conceptualizes the emergent tensions as pivotal for learning and development. This analysis is drawn from a larger cross-site collaboration of 2 after-school clubs located in the Midwestern and Southwestern parts of the United States. This article focuses on findings from the Midwestern, urban, after-school club where bilingualism was explicitly privileged in the context of activities. The findings suggest that when activities are open-ended, community-based, and designed to promote multiple modalities and mediational tools, students move beyond static learner roles and actively contest and persist in challenging problem-solving tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10