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Engaging Multilingual Students in Frequent and Supported Opportunities for Discourse to Strengthen Their Mathematical Thinking

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  • Additional Information
    • Availability:
      Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
    • Peer Reviewed:
      N
    • Source:
      8
    • Sponsoring Agency:
      National Science Foundation (NSF)
    • Contract Number:
      1814356
    • Education Level:
      Early Childhood Education
      Elementary Education
      Grade 3
      Primary Education
    • Subject Terms:
      Multilingualism; Peer Relationship; Grade 3; Elementary School Students; Second Language Learning; Cooperative Learning; Mathematics Instruction; English (Second Language); Problem Solving; Fractions; Classroom Techniques
    • Abstract:
      Determining the most effective ways to support student-to-student talk requires some negotiating from a responsive teacher. This paper reports on a case study of two emergent multilingual students in Grade 3 (seven to eight-year-olds) who explained their strategies to each other. The transcript of their conversation was analysed using Chan and Sfard's (2020) "participation profile framework." Findings indicate that the two students learned from each other during the interaction because they revised their work to be more precise. One implication of this study is that strategic pairing may be a useful practice to eliminate inequitable power dynamics.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      ED661022