Using Visual and Linguistic Resources: ESL Learners' Communication of Mathematical Ideas

• In Event: Studying Language in Mathematics Classrooms

Abstract

The semiotic nature of mathematics is multimodal, implying that meaningfulness in mathematics learning is drawn from linguistic, symbolic and visual representations. We focus on understanding how English as Second Language Learners (ESLLs) employ multimodal strategies to effectively communicate their mathematical ideas as an indicator of mathematical understanding. Following a case study methodology, we analyzed data from a series of task-based semi-structured interviews in quantitatively rich and abstract task contexts. We found that an ESLL’s multimodal reasoning about mathematics tasks to be characterized by Representational Resources, Linking Representational Resources, Linguistic Resources, Math Meaning; Reasoning, and Networking. Implications of this research highlight the importance of moving beyond formal vocabulary to a broader inventory of resources that resonate with ESLLs.

Authors

• MIRIAM R.A. Kabagorobya, Syracuse University

• Nicole L. Fonger, Syracuse University

• Nigar Altindis, Syracuse University