Experiences of Mathematics Majors in Multilingual Proof-Writing Sessions

• In Event: Teaching, Learning, and Pedagogy

Abstract

We report on the experiences of bilingual mathematics majors who participated in weekly multilingual proof-writing sessions where they spoke in Spanish and wrote mathematical proofs in both English and Spanish. Through surveys and follow-up interviews we sought to understand students’ experiences of the sessions. Students described the benefits of the sessions in terms of sense-of-belonging, cultural pride, and academic achievement. The sessions opened a space for students to make connections with students of similar backgrounds and develop friendships. Writing proofs in two languages supported the students in achieving a deeper understanding of mathematics, and they learned new mathematical terms in Spanish. Students developed new perspectives about themselves and what is possible regarding mathematics instruction.

Authors

• Jeffrey Pair, California State University - Long Beach

• Sabrina Kramer, California State University - Long Beach