Different Languages, Different Mathematics Learning

Authors

https://doi.org/10.17583/redimat.14421

Keywords:


Downloads

Abstract

Culture shapes pupils’ mathematical learning, their performances and life trajectories of participation (César, 2013a, 2013b). It also contributes to the senses they attribute to mathematical learning (Bakhtin, 1929/1981). Using collaborative work and inter-empowerment mechanisms facilitates knowledge appropriation (César, 2009). This is particularly important for pupils participating in minority cultures, socially undervalued and whose L1 is not the instruction language. Bi-univocal culture mediation (César, 2017b) is important regarding empowerment. We used an instrument to evaluate pupils’ abilities and competencies (IACC), conceived by the Name of the Project team (Machado, 2014), and other mathematical tasks. The goal we address is to trace the differences between their approaches to problems, mathematical reasoning and solving strategies used by pupils whose L1 is ideographic (Creole, Cape Verde) or phonetic (Portuguese). We developed an intrinsic case study (Stake, 1995). The main participants are the pupils from almost 600 classes (all over Portugal and Cape Verde) who participated in the Name of the Project. The analysis of some examples illustrates that L1 shapes pupils’ approaches to problems, mathematical reasoning and solving strategies. This evidence plays an important role in their access to school achievement and in teachers’ understanding about how they can promote pupils’ mathematical learning.

Downloads

Download data is not yet available.

References

Bakhtin, M. (1929/1981). The dialogical imagination (M. Holquist, Ed.) (M. Holquist, & C. Emerson, Trans.). University of Texas Press. [Original in Russian, 1929]

Google Scholar Crossref

Cervantes-Barraza, J. A. y Cabañas-Sánchez, G. (2018). Argumentos formales y visuales en argumentaciones colectivas. Educación Matemática, 30(1), 148-168. https://doi.org/10.24844/em3001.06

Google Scholar Crossref

Cervantes-Barraza, J. A. y Cabañas-Sánchez, G. (2022). Mathematical argumentation based on refutation. Redimat, 11(2), 159-179. https://doi.org/10.17583/redimat.4015

Google Scholar Crossref

César, M. (1994). O papel da interacção entre pares na resolução de tarefas matemáticas: Trabalho em díade vs. trabalho individual em contexto escolar. [PhD thesis presented at Departamento de Educação da Faculdade de Ciências da Universidade de Lisboa]

Google Scholar Crossref

César, M. (2009). Listening to different voices: Collaborative work in multicultural maths classes. In M. César, & K. Kumpulainen (Eds.), Social interactions in multicultural settings (pp. 203-233). Sense Publishers.

Google Scholar Crossref

César, M. (2013a). Collaborative work, dialogical self and inter-/intra-empowerment mechanisms: (Re)constructing life trajectories of participation. In M. B. Ligorio, & M. César (Eds.), Interplays between dialogical learning and dialogical self (pp. 151-192). Information Age Publishing (AIP).

Google Scholar Crossref

César, M. (2013b). Cultural diversity and regulatory dynamics of participation between schools and families. In P. Marsico, K. Komatzu, & A. Iannaccone (Eds.), Crossing boundaries: Intercontextual dynamics between family and school (pp. 35-81). Information Age Publication (IAP).

Google Scholar Crossref

César, M. (2014). Inter- and intra-empowerment mechanisms: Contributions to mathematical thinking and achievement. In T. Zittoun, & A. Iannaccone (Eds.), Activities of thinking in social spaces (pp. 167-186). Nova Science Publishers, Inc.

Google Scholar Crossref

César, M. (2017a). Travail collaboratif et processus d’enseignement et d’apprentissage des mathématiques: L’importance des mécanismes d’inter- et intra-empowerment. In M. Giglio & F. Arcidiacono (Eds.), Les interactions sociales en classe: Réflexions et perspectives (pp. 35-53). Peter Lang.

Google Scholar Crossref

César, M. (2017b). Trajectoire de vie et de participation d’une femme qui partage la culture du Cap-Vert et du Portugal. Diplômées, July 2017, 260-261, 86-111. https://www.associationdesfemmesdiplomees.fr/diplômées/

Google Scholar Crossref

César, M., & Machado, R. (2012). Listening to different voices about mathematics learning: Teachers’, students’ and families’ accounts. In J. Díez-Palomar, & C. Kanes (Eds.), Family and community in and out of the classroom: Ways to improve mathematics’ achievement (2nd ed.) (pp. 89-100). Bellaterra: Universitat Autònoma de Barcelona (UAB).

Google Scholar Crossref

César, M., Machado, R., & Ventura, C. (2014). Praticar a inclusão e não apenas falar de inclusão. Interacções, 10(33), 18-72. https://doi.org/10.25755/int.6730

Google Scholar Crossref

Clandinin, D. J., & Connelly, F. M. (1998). Personal experience methods. In N. K. Denzin, & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials (pp. 150-178). Sage Publications.

Google Scholar Crossref

Denzin, N. K. (2002). The interpretative process. In A. Haberman, & M. Miles (Eds.), The qualitative researchers companion (pp. 349-366). Sage Publications.

Google Scholar Crossref

Diez-Palomar, J., Chan, M., Clarke, D., & Padros, M. (2021). How does dialohical talk promote student learning during small group work? An exploratory study. Learning, Culture and Social Interaction, 30, paper 100540. https://doi.org/10.1016/j.lcsi.2021.100540

Google Scholar Crossref

García-Carrión, R, & Díez-Palomar, J. (2015). Learning communities: Pathways for educational success and social transformation through interactive groups in mathematics. European Educational Research Journal, 14(2), 151-166. https://doi.org/10.1177/1474904115571793

Google Scholar Crossref

Hermans, H. (2001). The dialogical self: Toward a theory of personal and cultural positioning. Culture and Psychology, 7(3), 323-366. https://doi.org/10.1177/1354067X0173001

Google Scholar Crossref

Hermans, H. (2003). The construction and reconstruction of a dialogical self. Journal of Constructivist Psychology, 16, 89-130. https://doi.org/10.1080/10720530390117902

Google Scholar Crossref

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Google Scholar Crossref

Machado, R. (2014). Trabalho colaborativo e matemática: Um estudo de caso sobre o instrumento de avaliação de capacidades e competências do projeto Interacção e Conhecimento. Associação de Professores de Matemática (APM). [PhD thesis presented at Faculdade de Ciências e Tecnologia da Universidade Nova de Lisboa]

Google Scholar Crossref

Meyer, M., Prediger, S., César, M., & Norén, E. (2016). Making use of multiple (non-shared) first languages: State of and need for research and development in the European language context. In R. Barwell, P. Clarkson, A. Halai, M. Kazima, J. Moschkovich, N. Planas, M. Setati-Phakeng, P. Valero, & M. Villavicencio Ubilliús (Eds.), Mathematics education and language diversity: The 21st ICMI study (pp. 47-66). Springer.

Google Scholar Crossref

Perret-Clermont, A.-N. (2004). Thinking spaces of the young. In A.-N. Perret-Clermont, C. Pontecorvo, L. Resnick, T. Zittoun, & B. Burge (Eds.), Joining society: Social interaction and learning in adolescence and youth (pp. 3-10). Cambridge University Press.

Google Scholar Crossref

Stake, R. (1995). The art of case study research. Sage Publications.

Google Scholar Crossref

Downloads

Published

2024-06-21

Almetric

Dimensions

Issue

Section

Articles