Inter-Viewing Foregrounds: Students’ Motives for Learning in a Multicultural Setting

Students’ Reasons for Preferences of Contexts in Learning Mathematics

“…Referring to the work of Sfard and Prusak (2005) they describe social identity, instrumental identity and mathematical self identity as three forms of identity. They also refer to Alrø, Skovsmose and Valero (2009) and describe background and foregrounds as two constructs of people's environment which impact on the people's actions. From these Ngcobo and Julie (2012: 293) present what they call a "multifaceted framework".…”

Mathematics classroom talk in a migrating world : synthesizing epistemological dimensions

“…Multilingual classrooms are often multi-ethnic and multiracial. The stories, beliefs, attitudes, backgrounds, and foregrounds (Alrø, Skovsmose, & Valero, 2009) of students, their parents, and their teachers, together with discourses around discrimination, racializing, and Othering are intertwined in students' mathematics talk and learning (Källberg Svensson, 2018a, 2018b). Racialization-to attribute race to non-white individuals or groups-is part of constructing the Other or Othering.…”

“…I conducted two pilot interviews that made me alter the initial interview guide to add questions about the students' hobbies and spare time. I did this because I realised that the students seemed to want to talk about their spare time and because it helped me to grasp and contextualize their social and language back-and foregrounds (Alrø, Skovsmose, & Valero, 2009). When talking with the students I tried to follow Alrø, Skovsmose, and Valero (2009), who suggested using dialogue as a research approach.…”

“…I did this because I realised that the students seemed to want to talk about their spare time and because it helped me to grasp and contextualize their social and language back-and foregrounds (Alrø, Skovsmose, & Valero, 2009). When talking with the students I tried to follow Alrø, Skovsmose, and Valero (2009), who suggested using dialogue as a research approach. Through dialogue, perspectives within the students' reach and capacity may be identified, examined, and challenged (Alrø, et al, 2009).…”

“…When talking with the students I tried to follow Alrø, Skovsmose, and Valero (2009), who suggested using dialogue as a research approach. Through dialogue, perspectives within the students' reach and capacity may be identified, examined, and challenged (Alrø, et al, 2009). The dialogue approach offered the students opportunities to ask me questions too, which helped me in my attempts to be relationally ethical (Tracy, 2010).…”