### Abstract

In this article, we use multimodality to examine how bilingual students interact with an area task from the National Assessment of Educational Progress in task-based interviews. Using vignettes, we demonstrate how some of these students manipulate the concrete materials, and use gestures, as a primary form of structuring their explanations and making mathematical meaning. We use our results as a basis to challenge the possible deficit perspective of bilingual students’ mathematical knowledge in current assessment practices. Choosing tasks that afford multiple modes of engagement and recognizing multimodal explanations in assessment practices has the potential to move us towards a better understanding of what bilingual students know and can do mathematically.

Language | English (US) |
---|---|

Pages | 1-20 |

Number of pages | 20 |

Journal | Educational Studies in Mathematics |

DOIs | |

State | Accepted/In press - Mar 20 2017 |

### Fingerprint

### Keywords

- Area
- Bilingual
- Communication
- Gestures
- Measurement
- Multimodal

### ASJC Scopus subject areas

- Mathematics(all)
- Social Sciences(all)

### Cite this

**A closer look at bilingual students’ use of multimodality in the context of an area comparison problem from a large-scale assessment.** / Fernandes, Anthony; Kahn, Leslie H.; Civil, Marta.

Research output: Contribution to journal › Article

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TY - JOUR

T1 - A closer look at bilingual students’ use of multimodality in the context of an area comparison problem from a large-scale assessment

AU - Fernandes,Anthony

AU - Kahn,Leslie H.

AU - Civil,Marta

PY - 2017/3/20

Y1 - 2017/3/20

N2 - In this article, we use multimodality to examine how bilingual students interact with an area task from the National Assessment of Educational Progress in task-based interviews. Using vignettes, we demonstrate how some of these students manipulate the concrete materials, and use gestures, as a primary form of structuring their explanations and making mathematical meaning. We use our results as a basis to challenge the possible deficit perspective of bilingual students’ mathematical knowledge in current assessment practices. Choosing tasks that afford multiple modes of engagement and recognizing multimodal explanations in assessment practices has the potential to move us towards a better understanding of what bilingual students know and can do mathematically.

AB - In this article, we use multimodality to examine how bilingual students interact with an area task from the National Assessment of Educational Progress in task-based interviews. Using vignettes, we demonstrate how some of these students manipulate the concrete materials, and use gestures, as a primary form of structuring their explanations and making mathematical meaning. We use our results as a basis to challenge the possible deficit perspective of bilingual students’ mathematical knowledge in current assessment practices. Choosing tasks that afford multiple modes of engagement and recognizing multimodal explanations in assessment practices has the potential to move us towards a better understanding of what bilingual students know and can do mathematically.

KW - Area

KW - Bilingual

KW - Communication

KW - Gestures

KW - Measurement

KW - Multimodal

UR - http://www.scopus.com/inward/record.url?scp=85015688257&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85015688257&partnerID=8YFLogxK

U2 - 10.1007/s10649-017-9748-5

DO - 10.1007/s10649-017-9748-5

M3 - Article

SP - 1

EP - 20

JO - Educational Studies in Mathematics

T2 - Educational Studies in Mathematics

JF - Educational Studies in Mathematics

SN - 0013-1954

ER -