Participation of non-dominant students in argumentation in the mathematics classroom

Civil, Marta; Hunter, Roberta

doi:10.1080/14675986.2015.1071755

Cited by 48 publications

(36 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Primary language as a resource. In considering language beyond spoken and written English, evidence has been found for purposefully supporting ELs in drawing on their L1 in the mathematics classroom (Civil & Hunter, 2015;Clarkson, 2007;Planas & Civil, 2013;Rubinstein-Ávila, Sox, Kaplan, & McGraw, 2015). For example, in examining students in Papua New Guinea, Matang and Owens (2014) found that, in early arithmetic, children who learned traditional counting systems in their primary language of Tok Ples outperformed children taught in English.…”

Section: Multimodal Communicationmentioning

confidence: 99%

English Learners in K–12 Mathematics Education: A Review of the Literature

Araujo

Roberts

Willey

et al. 2018

Review of Educational Research

View full text Add to dashboard Cite

Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research to identify how to provide ELs with high-quality mathematics education. Over the past two decades, education researchers have responded with increased attention to issues related to the teaching and learning of mathematics with ELs. In this review we analyzed literature published between 2000 and 2015 on mathematics teaching and learning with K-12 ELs. We identified 75 peer-reviewed, empirical studies related to the teaching and learning of mathematics with ELs in Grades K-12 and categorized the studies by focus (Learning, Teaching, and Teacher Education). We synthesize the results of these studies through the lens of a sociocultural perspective on language in mathematics. We then discuss avenues for future research and calls to action based on the extant body of literature.

show abstract

Section: Multimodal Communicationmentioning

confidence: 99%

English Learners in K–12 Mathematics Education: A Review of the Literature

Araujo

Roberts

Willey

et al. 2018

Review of Educational Research

View full text Add to dashboard Cite

show abstract

“…We argue that culturally responsive mathematics experiences, that is, recognition and use of students' cultural capital in all aspects of teaching and learning (e.g., see Gay 2010;Ladson-Billings 1994) has the potential to enhance equitable outcomes for Pāsifika students. A body of research studies (e.g., Civil and R. Hunter 2015;J. Hunter et al in press) show improved equitable educational outcomes can be achieved when we attend to Pāsifika culture and values in the classroom.…”

Section: Introductionmentioning

confidence: 99%

What Do Pāsifika Students in New Zealand Value Most for Their Mathematics Learning?

Hill

Hunter

2019

Values and Valuing in Mathematics Education

Self Cite

View full text Add to dashboard Cite

Achieving equity for all mathematical learners is an urgent challenge for educators. Within New Zealand, Pāsifika students are at a much greater risk of underachievement than students from other ethnic groups (Caygill et al. in TIMSS 2015: New Zealand Year 5 Maths results. Comparative Education Research Unit, Ministry of Education, Wellington, 2016a; Caygill et al. in TIMSS 2015: New Zealand Year 9 Maths results. Comparative Education Research Unit, Ministry of Education, Wellington, 2016b). In this chapter, we examine and explore the mathematics educational values of middle school Pāsifika students in New Zealand based on their significance in contributing to more effective and equitable mathematics learning. Drawing on survey responses and individual interviews with 131 Year Seven and Eight Pāsifika students, we highlight the most frequently espoused mathematics educational values as utility, peer collaboration/group-work, effort/practice, and family/familial support. Results from this study provide insight into what is valued by Pāsifika students and the types of classroom culture and pedagogy which could be developed to align with these students' values. The wider implications of the study address the need for educators to examine the mathematics educational values of minority students in order to provide equitable mathematics classrooms.

show abstract

“…Previous research has identified challenges related to all three functions of EA with respect to migrant students (e.g. Civil and Hunter 2015;Hattie and Timperley 2007;OECD 2015;Stobart 2005).…”

Section: Assessment In Diverse Classroomsmentioning

confidence: 99%

Aiding culturally responsive assessment in schools in a globalising world

et al. 2020

View full text Add to dashboard Cite

Across the world, teachers’ classroom assessment tasks and responsibilities are becoming more diverse due to increased migration. In this review, we address how migrant students are affected by assessment, both summative and formative, at the classroom level, with a focus on culturally responsive assessment (CRA). Previous research has shown that CRA practices mainly occur in student-centred classrooms. Furthermore, both student and teacher beliefs about teaching and learning might negatively affect migrant students’ opportunities to engage in assessment situations. Teaching and assessment practices should be negotiated and aligned with and included in classroom norms to be culturally responsive. We propose that what is generally considered a valid and reliable assessment practice might need to be adjusted to account for students’ cultural ways of knowing and participating and how this is expressed and communicated within the classroom.

show abstract

Participation of non-dominant students in argumentation in the mathematics classroom

Cited by 48 publications

References 19 publications

English Learners in K–12 Mathematics Education: A Review of the Literature

English Learners in K–12 Mathematics Education: A Review of the Literature

What Do Pāsifika Students in New Zealand Value Most for Their Mathematics Learning?

Aiding culturally responsive assessment in schools in a globalising world

Contact Info

Product

Resources

About