Racially and Linguistically Minoritized Students’ Positioning in Mathematics Classrooms and Classroom Discourse

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Research in Mathematics Education Virtual Poster Session

Abstract

Situated in a time where the alienation of racially and linguistically minoritized students persists in mathematics, this study used qualitative methods to examine how four middle-school students took up positioning in classroom discourse over a two-week period and perceived the teacher's literature-based positioning moves. After analysis of videos and student interviews, the results showed the students varyingly emerging as authorities and more independent learners. Moreover, the students mainly perceived the moves positively, specifically those moves that strove to amplify student understandings of mathematics over the teacher-researcher’s. The teacher-researcher, however, maintained most of the authority in the classroom, indicating a school context that privileges compliance over students’ growing intellectual authority in the classroom.

Author

• Kanushri Wadhwa, Phoenix Charter Academy