Empowering Linguistically and Culturally Diverse Disabled Students: A Positive Discourse Analysis of a Mathematics Classroom

• In Event: Mathematics Teaching and Learning: Uncovering and Unpacking Instructional Practices

Abstract

This study looks at routine interactions within a sixth-grade mathematics intervention classroom, where a Latina teacher instructed eight linguistically and culturally diverse students of color, several with disabilities. The first author conducted audio-recorded classroom observations with detailed field notes and analytic memos over a twelve-week period. Using positive discourse analysis, the authors examined language-in-use, with attention to reproduced and resisted capital-D Discourses related to students' mathematics identities. Findings revealed a scarcity of discussions surrounding mathematics identity while highlighting that many interactions served to bolster student agency, power, and solidarity. Results demonstrate exchanges aimed at empowering students. The study offers insight into classroom conversation practices that may or may not position students to have mathematics identities.

Authors

• Camille Griffin, Saint Xavier University

• Erica N. Mason, University of Illinois at Urbana-Champaign