Digital Discourse: Using Technology to Amplify Student Talk in Dual-Language Elementary Mathematics

• In Event: AERA Poster Session 10
  In Poster Session: Peer, Collaborative, and Social Processes in Technology-Based Environments

Abstract

This study investigates ways educators utilize ubiquitous technologies to amplify collaborative discourse opportunities in dual-language elementary math classrooms. The researchers reviewed teachers’ conventional use of technology as a pedagogical resource in the context of a larger professional development project, which examines teachers’ perceptions and reflections of undervalued pedagogies within math classrooms, including vocabulary, biliteracy, and discourse. Via video exemplar lessons shared in live and virtual workshops, participants informally discussed technology that supported targeted pedagogies. This study explores how individual teachers’ practices of incorporating technology to enhance mathematical discourse inspired the larger professional learning community, transferring from workshops into others’ practices, as well as implications for using technology to amplify mathematical discourse in these dual-language elementary settings.

Authors

• Adria Patthoff, University of California - Santa Cruz

• Jolene Castillo, Denver Public Schools

• Alejandra Treviño, The University of Texas - San Antonio