Students’ Understanding of Mathematics Language Routines: An Exploration of Participant Frameworks and Structures

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Studies Focused on Supporting Multilingual Mathematics Learners (Table 6)

Abstract

We examine how students reflected on and described participant frameworks and participant structures related to mathematics language routines (MLRs). Twenty junior high mathematics students participated in two, 15-minute focus group interviews around what their experiences were with MLRs and how MLRs helped them to learn best. We approached students’ lived experiences through considering students’ Discourse practices and examining the participant frameworks and participation structures around MLRs that students described. We found that students were able to identify the MLRs broadly within the interviews; and second, students recognized that there were participants structures used with the MLRs, although this occurred mostly within the first interview. We share possible implications for this research.

Authors

• Sarah Ann Roberts, University of California - Santa Barbara

• Royce Olarte, University of California - Santa Barbara

• Margarita Anahi Rodriguez, University of California - Santa Barbara

• Grace Rincon Garcia, University of California - Santa Barbara

• Nurgul Isik, University of California - Santa Barbara