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Students from less-dominant linguistic backgrounds generally have less opportunity to participate in classroom mathematical discourse compared to their English-dominant peers. An issue raised by mathematics education researchers concerned with issues of equity and opportunities for students is that status quo classroom practices and norms supported by teachers may be less familiar to students from non-dominant linguistic groups, or even detrimental to their classroom participation. Additionally, students who position themselves as doers of mathematics usually come from dominant cultural and linguistic groups (Abreu & Cline, 2002; Hand, 2012), potentially disposing students to perceive classroom mathematics learning through the lens of dominant cultural norms and practices. Thus, students who do not come from dominant linguistic backgrounds might perceive the mathematics classroom differently than their English dominant peers. However, less research has been conducted on how mathematics teachers attend to or notice norms around language and introduce new ones that encourage a multitude of linguistic practices, therefore heightening student participation. Heightening student participation can have implications for students being more likely to identify with mathematics. Additionally, examining students’ participation when using a multitude of linguistic practices or translanguaging is helpful for teachers attending to their own practice to support emerging bilingual students and bilingual students when engaging in mathematical sensemaking.
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WORKING TOWARD A MATHEMATICS LITERACY THAT ENGAGES CREATIVITY, IMAGINATION AND A MATHEMATICAL IDENTITY
This paper aims to introduce a new paradigm for mathematics literacy. By integrating computational thinking and coding into curricular units from The Algebra Project, we engaged middle school students in creativity, imagination, and self-expression in the mathematics classroom. We refined instruments to measure the development of student voice, agency, and belongingness. In the context of the mathematics classroom, there is potential for an earned insurgency to arise when these attributes of mathematical identity are amplified, leading students to engage in a learning community that rejects the repressive logic of the current racialized, classed, and otherwise oppressive mathematics education
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- Award ID(s):
- 2031490
- PAR ID:
- 10586494
- Publisher / Repository:
- The 15th International Congress on Mathematical Education (ICME-15)
- Date Published:
- Format(s):
- Medium: X
- Location:
- Sydney, Australia
- Sponsoring Org:
- National Science Foundation
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