English learners' participation in mathematical discussion: Shifting positionings and dynamic identities

Journal for Research in Mathematics Education

Volumn 44, Issue 1, 2013, Pages 199-234

  Turner, Erin ^a   Dominguez, Higinio ^b   Maldonado, Luz ^c   Empson, Susan ^c  

^a UNIVERSITY OF ARIZONA   (United States)

^b MICHIGAN STATE UNIVERSITY   (United States)

^c UNIVERSITY OF TEXAS AT AUSTIN   (United States)

Author keywords

Bilingual issues; Discourse analysis; Elementary; English language learners; Equity diversity; K 8; Language and mathematics

Indexed keywords

EID: 84873876208     PISSN: 00218251     EISSN: None     Source Type: Journal    
DOI: 10.5951/jresematheduc.44.1.0199     Document Type: Article

References (67)

1. Adler, J. ( 1997). A participatory-inquiry approach and the mediation of mathematical knowledge in a multilingual classroom. Educational Studies in Mathematics, 33, 235-258.
2. Baker, C. ( 2001). Bilingual education and bilingualism: Vol. 27. Foundations of bilingual education and bilingualism ( 3rd ed.). Clevedon, England: Multilingual Matters.
3. Ball, D. L. ( 1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal, 93, 373-397.
4. Baxter, J. A., Woodward, J., & Olson, D. ( 2001). Effects of reform-based mathematics instruction on low achievers in five third-grade classrooms. The Elementary School Journal, 101, 529-547.
5. Boaler, J. ( 2002). Learning from teaching: Exploring the relationship between reform curriculum and equity. Journal for Research in Mathematics Education, 33, 239-258.
6. Boaler, J. ( 2007). Promoting 'relational equity' and high mathematics achievement through an innovative mixed-ability approach. British Educational Research Journal, 34, 167-194.
7. Boaler, J., & Greeno, J. ( 2000). Identity, agency and knowing in mathematical worlds. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 171-200). Westport, CT: Ablex.
8. Boaler, J., & Staples, M. ( 2008). Creating mathematical futures through an equitable teaching approach: The case of railside school. Teachers College Record, 110, 608-645.
9. Cobb, P. ( 2000). Conducting teaching experiments in collaboration with teachers. In A. E. Kelly & R. A. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 307-334). Mahwah, NJ: Erlbaum.
10. Cobb, P., Gresalfi, M., & Hodge, L. L. ( 2009). An interpretive scheme for analyzing the identities that students develop in mathematics classrooms. Journal for Research in Mathematics Education, 40, 40-68.
11. Cobb, P., & Hodge, L. L. ( 2007). Culture, identity and equity in the mathematics classroom. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom ( pp. 159-172). New York, NY: Teachers College Press.
12. Cohen, E. ( 1986). Designing groupwork: Strategies for the heterogeneous classroom. New York, NY: Teachers College Press.
13. Davies, B., & Harre, R. ( 1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behavior, 20( 1), 43-63.
14. Dominguez, H. ( 2005). Bilingual students' articulation and gesticulation of mathematical knowledge during problem solving. Bilingual Research Journal, 29( 2), 269-293.
15. Empson, S. B. ( 2003). Low-performing students and teaching fractions for understanding: An interactional analysis. Journal for Research in Mathematics Education, 34, 305-343.
16. Empson, S. B., Junk, D., Dominguez, H., & Turner, E. (2005). Fractions as the coordination of multiplicatively related quantities: A cross-sectional study of children's thinking. Educational Studies in Mathematics, 63, 1-28. (Pubitemid 44451029)
17. Empson, S. B., & Levi, L. ( 2011) . Extending children's mathematics: Fractions and decimals. Innovations in Cognitively Guided Instruction. Portsmouth, NH: Heinemann.
18. Empson, S. B., & Turner, E. (2006). The emergence of multiplicative thinking in children's solutions to paper folding tasks. The Journal of Mathematical Behavior, 25, 46-56. (Pubitemid 43192701)
19. Enyedy, N., Rubel, L., Castellón, V, Mukhopadhyay, S., Esmonde, I., & Secada, W. ( 2008). Revoicing in a multilingual classroom. Mathematical Thinking and Learning 10, 134-162.
20. Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. ( 1993). Doing naturalistic inquiry: A guide to methods. Newbury Park, CA: Sage.
21. Forman, E., & Ansell, E. (2001). The multiple voices of a mathematics classroom community. Educational Studies in Mathematics, 46, 115-142. (Pubitemid 33808237)
22. Forman, E., & Ansell, E. (2002). Orchestrating the multiple voices and inscriptions of a mathematics classroom. Journal of the Learning Sciences, 1, 251-274. (Pubitemid 36618865)
23. Forman, E. A., Larreamendy-Joerns, J., Stein, M. K., & Brown, C. A. (1998). "You're going to want to find out which and prove it": Collective argumentation in a mathematics classroom. Learning and Instruction, 8, 527-548. (Pubitemid 128340269)
24. Glesne, C., & Peshkin, A. ( 1992). Becoming qualitative researchers: An introduction. New York, NY: Longman.
25. Gorgorió, N., & Planas, N. (2002). Teaching mathematics in multilingual classrooms. Educational Studies in Mathematics, 47, 7-33. (Pubitemid 33808241)
26. Greeno, J. G. ( 2006). Authoritative, accountable positioning and connected, general knowing: Progressive themes in understanding transfer. Journal of the Learning Sciences, 15, 537-547.
27. Greeno, J. G., & Gresalfi, M. S. ( 2008). Opportunities to learn in practice and identity. In P. A. Moss, D. C. Pullin, J. P. Gee, E. H. Haertel, & L. J. Young (Eds.), Assessment, equity, and opportunity to learn (pp. 170-199). New York, NY: Cambridge University Press.
28. Gutiérrez, R. ( 2002). Beyond essentialism: The complexity of language in teaching mathematics to Latina/o students. American Educational Research Journal, 39, 1047-1088.
29. Gutiérrez, R. ( 2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44, 37-68.
30. Harré, R., & Van Langenhove, L. ( 1991). Varieties of positioning. Journal for the Theory of Social Behavior, 21, 393-407.
31. Henningsen, M., & Stein, M. K. ( 1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28, 524-549.
32. Holland, D., Lachiotte, W., Jr., Skinner, D., & Cain, C. ( 1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
33. Khisty, L. ( 1997). Making mathematics accessible to Latino students: Rethinking instructional practice. In J. Trentacosta & M. Kenney (Eds.), Multicultural and gender equity in the mathematics classroom: The gift of diversity, 1997 Yearbook of the National Council of Teachers of Mathematics (pp. 92-101). Reston, VA: NCTM.
34. Khisty, L. L., & Viego, G. ( 1999). Challenging conventional wisdom: A case study. In L. Ortiz-Franco, N. G. Hernandez, & Y. De La Cruz (Eds.), Changing the face of mathematics: Perspectives on Latinos ( pp. 71-80). Reston, VA: NCTM.
35. Khisty, L. L., & Chval, K. B. (2002). Pedagogic discourse and equity in mathematics: When teachers' talk matters. Mathematics Education Research Journal, 14(3), 154-168. (Pubitemid 36516392)
36. Koole, T. ( 2003). The interactive construction of heterogeneity in the classroom. Linguistics and Education, 14( 1), 3-26.
37. Lave, J., & Wenger, E. ( 1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
38. Lubienski, S. T. ( 2000). Problem solving as a means towards mathematics for all: An exploratory look through a class lens. Journal for Research in Mathematics Education, 31, 454-482.
39. Maldonado, L. A., Turner, E. E., Dominguez, H., & Empson, S. B. ( 2009). English-language learners learning from, and contributing to, mathematical discussions. In D. Y. White & J. S. Spitzer (Eds.), Mathematics for every student: Responding to diversity grades Pre-K-5 (pp. 7-22). Reston, VA: NCTM.
40. Manyak, P. C. ( 2001). Participation, hybridity, and carnival: A situated analysis of dynamic literacy practice in a primary-grade English immersion class. Journal of Literacy Research, 33, 423-465.
41. Martin, D. ( 2007). Mathematics learning and participation in the African American context: The coconstruction of identity in two intersecting realms of experience. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom ( pp. 146-158). New York, NY: Teachers College Press.
42. Moschkovich, J. ( 1999). Supporting the participation of English language learners in mathematical discussions. For the Learning of Mathematics, 19( 1), 11-19.
43. Moschkovich, J. ( 2002). A situated and sociocultural perspective of bilingual mathematics learning. Mathematical Thinking and Learning, 4, 189-212.
44. Nasir, N. S., & Hand, V. M. ( 2006). Exploring sociocultural perspectives on race, culture, and learning. Review of Educational Research, 76, 449-475.
45. National Center for Education Statistics. ( 2011). The condition of education 2011. Retrieved May 1, 2011 from http://nces.ed.gov/pubsearch/ pubsinfo.asp?pubid=2011033
46. National Council of Teachers of Mathematics. ( 2000). Principles and standards for school mathematics online. Retrieved from http://www.nctm.org/ standards/content.aspx?id=26792
47. O'Connor, M. C. ( 2002). "Can any fraction be turned into a decimal?" A case study of a mathematical group discussion. Educational Studies in Mathematics, 46, 143-185.
48. O'Connor, M. C., & Michaels, S. ( 1993). Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy. Anthropology & Education Quarterly, 24, 318-335.
49. O'Connor, M. C., & Michaels, S. ( 1996). Shifting participant frameworks: Orchestrating thinking practices in group discussion. In D. Hicks (Ed.), Discourse, learning and schooling (pp. 63-103). New York, NY: Cambridge University Press.
50. Oakes, J. ( 2005). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
51. Patton, M. ( 2002). Qualitative evaluation and research methods ( 3rd ed.). London, England: Sage.
52. Proposition 203: English for the Children, Arizona voter initiative ( 2000).
53. Proposition 227: English Language in Public Schools, California voter initiative ( 1998).
54. Secada, W. G., & De La Cruz, Y. ( 1996). Teaching mathematics for understanding to bilingual students. In J. L. Flores (Ed.), Children of La Frontera: Binational efforts to serve Mexican migrant and immigrant students (pp. 285-308). Charleston, WV: Appalachia Educational Laboratory.
55. Setati, M. ( 2005). Teaching mathematics in a primary multilingual classroom. Journal for Research in Mathematics Education, 36, 447-466.
56. Sherin, M. G. ( 2002). A balancing act: Developing a discourse community in a mathematics classroom. Journal of Mathematics Teacher Education, 5, 205-233.
57. Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. ( 2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10, 313-340.
58. Tabak, I., & Baumgartner, E. ( 2005). The teacher as partner: Exploring participant structures, symmetry and identity work in scaffolding. Cognition and Instruction, 22, 393-429.
59. U.S. Department of Education, National Center for Education Statistics. ( 2003). The condition of education 2003 (NCES No. 2003-067). Washington, DC: U.S. Government Printing Office.
60. Valdés, G. ( 2001). Learning and not learning English: Latino students in American schools. New York, NY: Teachers College Press.
61. Van Langenhove, L., & Harré, R. ( 1994). Cultural stereotypes and positioning theory. Journal for the Theory of Social Behavior, 24, 359-372.
62. Vásquez, O. A. ( 2003). La Clase Mágica: Imagining optimal possibilities in a bilingual community of learners. Mahwah, NJ: Erlbaum.
63. Vollmer, G. ( 2000). Praise and stigma: Teachers' construction of the "typical ESL student." Journal of Intercultural Studies, 21, 53-66.
64. Wenger, E. ( 1999). Communities of practice: Learning, meanings and identity. New York, NY: Cambridge University Press.
65. Yamakawa, Y., Forman, E., & Ansell, E. ( 2009). The role of positioning in constructing an identity in a 3rd grade mathematics classroom. In K. Kumpulainen, C. E. Hmelo-Silver, & M. César (Eds.), Investigating classroom interaction: Methodologies in action (pp. 179-202). Rotterdam, the Netherlands: Sense.
66. Yoon, B. ( 2008). Uninvited guests: The influence of teacher's roles and pedagogies on the positioning of English language learners in the regular classroom. American Educational Research Journal, 45, 495-522.
67. Yoon, B. ( 2007). Offering or limiting opportunities: Teachers' roles and approaches to English-language learners' participation in literacy activities. The Reading Teacher, 61, 216-225.