Document Type
Article
Publication Date
12-2022
Abstract
This study contributes to efforts to characterize teaching that is responsive to children’s mathematical ideas and linguistic repertoire. Building on translanguaging, defined in this article as a pedagogical practice that facilitates students’ expression of their understanding using their own language practices, and on the literature surrounding children’s mathematical thinking, we present an example of a one-on-one interview and of the circulating portion of a mathematics class from a second grade classroom. We use these examples to foreground instructional practices, for researchers and practitioners, that highlight a shift from a simplified view of conveying mathematics as instruction in symbology and formal manipulation to a more academically ample discussion of perspectives that investigate critically both mathematical concepts and their modes of transmission, which involve language practices, that are crucial for educating bilingual children.
Recommended Citation
Krause, G., Adams-Corral, M., & Rodríguez, L. A. M. (2022). Developing awareness around language practices in the elementary bilingual mathematics classroom. Journal of Urban Mathematics Education, 15(2), 8-40. https://doi.org/10.21423/jume-v15i2a462
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Publication Title
Journal of Urban Mathematics Education
DOI
https://doi.org/10.21423/jume-v15i2a462
Comments
Copyright (c) 2022 Gladys Krause, Melissa Adams-Corral, Luz A. Maldonado Rodríguez