Lessons Learned From Linguistically Diverse Mathematics Classrooms

• In Event: Languages, Literacies, and Social Processes

Abstract

This study investigates discourse within linguistically diverse mathematics classrooms – with particular emphasis on classrooms where Spanish is the primary language of some or all of the students. This research applies and adapts discourse analysis techniques previously used in monolingual (English) mathematics classrooms to linguistically diverse classrooms. In particular, this paper/presentation focuses on analysis of discourse in one first grade classroom in a dual language program where mathematics is taught in Spanish. Analysis demonstrates that the discourse analysis techniques could be adapted; further, results demonstrate that the teacher’s verbal moves impact the students’ discourse and its tendency toward “meaning making.” Implications for mathematics education research and practice are shared.

Author

• Mary P. Truxaw, University of Connecticut