id: 06542651
dt: a
an: 2016b.00217
au: Halai, Anjum; Muzaffar, Irfan; Valero, Paola
ti: Research rationalities and the construction of the deficient multilingual
mathematics learner.
so: Barwell, Richard (ed.) et al., Mathematics education and language
diversity. The 21st ICMI study. Cham: Springer (ISBN
978-3-319-14510-5/hbk; 978-3-319-14511-2/ebook). New ICMI Study Series,
279-295 (2016).
py: 2016
pu: Cham: Springer
la: EN
cc: C50 C30 D20
ut: multilingualism; deficient mathematics learners; research in mathematics
education; achievement gap
ci:
li: doi:10.1007/978-3-319-14511-2_15
ab: Summary: It is our contention that research plays a role in creating and
reifying the very concepts and notions that it seeks to study.
Published research in multilingual mathematics education was reviewed
to critically examine its underpinning rationality on: (a) how the
learner is portrayed; (b) how mathematics education (teaching and
learning) is portrayed; and (c) the notion of language as formulated in
the texts. Two research trends were examined: large-scale studies on
mathematics achievement and how they address multilingualism, and
small-scale, classroom-based studies and their recommendations about
practice. On the basis of this critical review we argue that research
very often has a double effect of power. On the one hand it reifies
categories of exclusion such as “multilingual learner” by
documenting its existence. On the other hand, it provides methods and
instruments to diminish the achievement gap and help the multilingual
learner assimilate with the culture and language of the dominant group.
We conclude that research rationality cannot be seen without a deeper
questioning of the philosophical, ontological, and epistemological
assumptions that underpin the traditional views of what constitutes
mathematics and, by implication, mathematics education.
rv: