Using what matters to students in bilingual mathematics problems

Domínguez, Higinio

doi:10.1007/s10649-010-9284-z

Cited by 49 publications

(35 citation statements)

References 43 publications

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“…This because of the vocabulary used in the specific research paradigm. For instance, research has been conducted within the field of bilingualism and mathematics (e.g., Domínguez, 2011;Planas, 2014;Takeuchi, 2018) and even though the notion of inclusion is not used, the studies aim to create opportunities to include bilingual students. Another example is research with low-achieving students (Ben-David Kolikant & Broza, 2011) with the aim of promoting learning.…”

Section: Discussionmentioning

confidence: 99%

Inclusion in mathematics education: an ideology, a way of teaching, or both?

Roos

2018

Educ Stud Math

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This literature review focuses on the definitions and roles of inclusion in the field of mathematics education to help promote the sustainable development of inclusion in the discipline. Discourse analysis was used to analyse 76 studies published between 2010 and 2016. The results show that the term inclusion is used both for an ideology and a way of teaching, and these two uses are most often treated separately and independently of each other. When inclusion is treated as an ideology, values are articulated; when treated as a way of teaching, interventions are brought to the fore. When the notion of inclusion is used as an ideology, the most extensive discourse concerns equity in mathematics education; when it is used as a way of teaching, the most extensive discourse relates to teaching interventions for mathematical engagement. Based on the literature review, if sustainable development of inclusion in mathematics education is to be promoted, scholars need to connect and interrelate the operationalisation and meanings of inclusion in both society and in mathematics classrooms, and take students' voices into consideration in research.

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Section: Discussionmentioning

confidence: 99%

Inclusion in mathematics education: an ideology, a way of teaching, or both?

Roos

2018

Educ Stud Math

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“…In the fields of mathematics and social studies, scholars have also argued for using students' everyday experiences when working on curricular topics (Anderson & Gold, 2006;Boaler, 1993;Domínguez, 2011;Elbers & de Haan, 2005;Kramer-Dahl, Teo, & Chia, 2007;Nasir et al, 2008;Teo, 2008). In a study of teaching math, Anderson and Gold (2006) showed that creating bridges between the practices of the home and those of the school is not simply about integrating artifacts of the home into the classroom.…”

Section: Research On Contextualizing Instructionmentioning

confidence: 99%

Connecting to the outside: Cultural resources teachers use when contextualizing instruction

Silseth

Erstad

2018

Learning, Culture and Social Interaction

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The aim of this article is to examine what resources teachers mobilize when contextualizing instruction. In this instructional method, teachers use students' everyday experiences as tools for teaching subject matter at school. Research has documented that contextualizing instruction can support classroom learning. However, we do not know very much about what types of resources teachers view as relevant in this type of instructional work. In this article, we analyze video data of student-teacher interaction in 43 lessons, which was collected when following 4 lower secondary teachers over one academic year. The analysis is based on a sociocultural perspective of learning and teaching in which the focus of analysis is on what kind of everyday experiences teachers orient to when supporting student's reasoning about academic matter. The findings show that the resources that teachers orient to can be grouped into five categories, which represent different resources as part of the students' everyday life: (1) Teachers orienting to characteristics of the local community, (2) Teachers orienting to examples from everyday practices, (3) Teachers orienting to personal issue, (4) Teachers orienting to concrete objects and (5) Teachers orienting to knowledge from traveling abroad. These categories show variation and multiplicity of resources that teachers use when contextualizing instruction, and the implications of this multiplicity are discussed in the article.

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“…Several qualitative studies on bilingual mathematics learning processes have illustrated that students' home languages can be a resource for mathematics learning in various ways, such as participating in mathematical discourses (Planas, 2014), activating everyday out of school experiences (Domínguez, 2011), upgrading resources for meaning making processes (Clarkson, 2006;Norén, 2015), and others (Barwell, 2009, for several possible effects). However, little quantitative evidence exists: Some randomized control trials have provided evidence for the higher efficacy for bilingual teaching programs for other school subjects (Slavin & Cheung, 2005, although many have been criticized for methodological biases; see Rossell & Kuder, 2005), but for mathematics learning, this evidence has not yet been con-vin-cing (Reljić, Ferring & Martin, 2015).…”

Section: Background: Bilingual Teaching Programs and The Role Of Formmentioning

confidence: 99%

“…• showing also the relevance of contexts for multilingual students, especially for contexts stemming from language-specific, non-dominant communities (Domínguez, 2011) • additionally, developing Turkish formal registers as far as necessary • in particular, establishing meaning-related vocabulary, based on an analysis of Turkish mathematical vocabulary (Kuzu 2014, unpublished) Principle of relating registers and representations • systematically moving forward and backward between all registers and representations for constructing meanings (see Fig. 1) • initiating various activities for relating registers and representations (Prediger & Wessel, 2013) Additionally, relating both languages • relating home and official language by encouraging code-switching and strategies of relating languages in bilingual modes (Auer, 2010;Grosjean, 2001) • bilingual co-presence of all material in German and Turkish (Setati, Molefe & Langa, 2008) • systematically comparing expressions for concepts in both languages to deepen conceptual understanding practices in both languages.…”

Section: Monolingual Interventionmentioning

confidence: 99%

“…Although previous instruction on fractions was only in German, activating the Turkish language in order to promote conceptual understanding may help students to think mathematically by activating everyday experiences about fractions (see Domínguez, 2011). Furthermore, it acknowledges that multilingual resources are best addressed not as separate languages, but by translanguaging and flexibly connecting both languages (House & Rehbein, 2004).…”

Section: Monolingual Interventionmentioning

confidence: 99%

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Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding

Schüler-Meyer¹,

Prediger²,

Kuzu³

et al. 2017

Int J of Sci and Math Educ

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To what degree can multilingual students profit from bilingual tea ching approaches, even when they lack experience in the academic or technical register in their home languages? This study explores this research question in a mixed methods design for a German/Turkish bilingual intervention aimed at The sample consisted of German/Turkish bilingual students (n = 128) in Grade 7 in German schools without prior formal mathematics education in Turkish. In a randomized control trial, the bilingual intervention was compared to the corresponding monolingual intervention and a control group. A repeated ana lysis of variance (ANOVA) showed that students in both interventions had significantly higher learning gains than in the control group, and in fact profited equally from both interventions, although some time and effort was required for overcoming initial barriers in the home language and especially in the academic register. A qualitative analysis of the videotaped bilingual learning processes revealed insights into specific obstacles and chances of connecting both languages in order to foster conceptual understanding. The students with some formal language proficiency in Turkish seemed to profit even more from the bilingual intervention, but a rigid technical register was not necessary.

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Using what matters to students in bilingual mathematics problems

Cited by 49 publications

References 43 publications

Inclusion in mathematics education: an ideology, a way of teaching, or both?

Inclusion in mathematics education: an ideology, a way of teaching, or both?

Connecting to the outside: Cultural resources teachers use when contextualizing instruction

Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding

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