Designing learning environments to promote academic literacy in mathematics in multilingual secondary mathematics classrooms

Abstract

Emerging multilingual students can develop the dimensions of Academic Literacy in Mathematics (ALM) in classroom discussions. But, there is a need for empirically-validated principles for fostering such discussions. This research used ALM as a framework to create a unit of instruction on linear rates of change for ninth grade mathematics in which multilingual students benefit from discussions. Project-specific design principles are presented along with qualitative analysis of classroom discussions from each phase of the project. The results illustrate how discussions in the redesigned lessons contributed to developing the interrelated dimensions of ALM among multilingual learners. The work concludes with a discussion of how the project-specific design principles can serve as a framework for fostering discussions in other multilingual secondary mathematics learning environments.

Designing for Mathematical Literacy: Introducing Exponential Growth Using Critical and Meaningful Problem Contexts

“…ALM is a disciplinary literacy framework that reflects this shift by highlighting how mathematical proficiencies, mathematical practices, and engaging in mathematical discourse are key dimensions of developing disciplinary literacy (Moschkovich, 2015). The ALM framework can be used for designing mathematics learning environments in which linguistically diverse students have the opportunity to develop mathematical understandings and disciplinary literacy (Moschkovich & Zahner, 2018;Zahner, Calleros, & Pelaez, 2021). Figure 2 illustrates the relation between ALM and the projectspecific design principles and products.…”

Rethinking Learning Trajectories in Light of Student Linguistic Diversity

“…There is a rich body of work on the linguistic complexity of mathematics assessments (Abedi & Lord, 2001;Martiniello, 2008), but more work is warranted to understand the student-curriculum interaction, especially in terms of student language background and text linguistic complexity. One useful direction for teachers is to consider how language demands of texts can be supported-following the principle of amplification of linguistic support rather than simplification of linguistic complexity (e.g., Chval et al, 2014;Zahner et al, 2021).…”

“…In future work we plan to revisit the trajectory from Figure 1 and to consider whether or how the various forms of reasoning in the trajectory might manifest differently among socioculturally diverse groups of students. Such a deeper analysis would combine insights from cultural psychology (Gutiérrez & Rogoff, 2003) as well as recent work in mathematics education (Adiredja, 2019;Zahner et al, 2021;Pöhler & Prediger, 2015;Prediger & Zindel, 2017). One result of such work is that existing LTs may need to be revised or refined to more fully capture and respond to the heterogeneity of student thinking and reasoning.…”

“…In this short report, we characterize the reasoning of 23 multilingual students who participated in task-based interviews about proportional relationships and linear functions. The interviews were collected early in a design research project aiming to develop learning environments where multilingual students classified as English Learners 1 (ELs) benefit from classroom discussions (Zahner et al, 2021). The project used an established LT to guide the design effort.…”

Pengembangan Lembar Kerja Siswa Model ELPSA pada Materi Matriks

“…Inovasi pembelajaran ini bisa mencakup materi, rencana pembelajaran, media dan sumber belajar, teknologi atau perangkat lunak, dan tugas untuk alat evaluasi (Hoogland et al, 2018). Inovasi pembelajaran esensial dilakukan guru untuk menyediakan konten yang memadai, memungkinkan teknik pembelajaran yang efektif, menggunakan sumber belajar dan media yang bervariasi, menguasai pengetahuan teknologi, dan mendesain tugas-tugas dalam mengukur capaian siswa (Gustafsson & Ryve, 2021;Zahner et al, 2021).…”