id: 06542645
dt: a
an: 2016b.00211
au: Langer-Osuna, Jennifer M.; Moschkovich, Judit; Norén, Eva; Powell, Arthur
B.; Vazquez, Sumaia
ti: Student agency and counter-narratives in diverse multilingual mathematics
classrooms: challenging deficit perspectives.
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,
163-173 (2016).
py: 2016
pu: Cham: Springer
la: EN
cc: C50 D40 C30
ut: multilingual classrooms; language; student agency; participation
ci:
li: doi:10.1007/978-3-319-14511-2_9
ab: Summary: Mathematics classrooms around the world serve students who are
learning the dominant language of instruction. These students’ forms
of participation in mathematical activity have often been examined from
deficit perspectives. Mathematics education research is in great need
of counter-narratives to such prevailing deficit assumptions so that we
can see how such learners productively use existing resources to engage
in mathematics. In this chapter we examine potentially fruitful ways of
framing identity and learning centered on student agency that can be
brought to bear on the analysis of emergent multilinguals’
mathematical activity. We then illustrate the utility of
agency-centered framings with vignettes of student interactions that
focus on how emergent bilinguals used multiple linguistic resources in
powerful ways. The vignettes are drawn from a variety of international
mathematics classroom contexts and focus on students as creative users
of linguistic resources in ways that serve a variety of functions
during mathematical activity.
rv: