Using Mathematical Language Routines to Engage High School Students in Mathematical Reasoning

• In Event: Transformative Language Routines, Student Authority, and Student Participation

Abstract

This study examined high school students, including multilingual learners, engaged in mathematical language routines in two Math I classrooms. Students’ teachers were participants in a professional learning experience organized around studio days and mathematical language routines. We studied videos of classroom instruction to identify differences in the types of mathematical talk students engaged in when they used mathematics language routines and when they did not. We tracked students’ use of the language of ideas and language of display as well as of the mathematical practices as they completed mathematical tasks. We found that students, including multilingual learners, engaged in richer mathematical discourse during mathematical language routines, moving more often between the language of ideas and the language of display.

Authors

• Sarah Ann Roberts, University of California - Santa Barbara

• Cameron Dexter Torti, University of California - Santa Barbara

• Julie Bianchini, University of California - Santa Barbara

• Tomy Tri Nguyen, University of California - Santa Barbara

• Rue Mansour, University of California - Santa Barbara