¿Cómo lo hiciste? Revealing Mathematical Ideas in a Dual-Language Classroom Through a Translanguaging Lens

• In Event: 42.083 - Roundtable Session 17
  In Roundtable Session: 42.083-16 - Translanguaging

Abstract

This study provides concrete examples of mathematical discussions that shift focus from the form of bilingual students’ mathematical contributions in classroom discussion to the content of their thinking. We share episodes of a second grade dual language mathematics class where the teacher and students are engaged in meaningful bilingual mathematical discussions to solve different number sentences. The data presented support the argument that translanguaging facilitates instructional practices that take advantage of students’ linguistic capabilities to deepen their understanding of the mathematical content.

Authors

• Luz A. Maldonado, Texas State University

• Gladys Krause, The University of Texas - Austin