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

Anthony Fernandes, Leslie H. Kahn, Marta Civil

Research output: Research - peer-reviewArticle

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.

LanguageEnglish (US)
Pages1-20
Number of pages20
JournalEducational Studies in Mathematics
DOIs
StateAccepted/In press - Mar 20 2017

Fingerprint

Multimodality
Context
multimodality
student
Gesture
Demonstrate
Meaning
Engagement
Education
Knowledge
Form
deficit
interview

Keywords

  • Area
  • Bilingual
  • Communication
  • Gestures
  • Measurement
  • Multimodal

ASJC Scopus subject areas

  • Mathematics(all)
  • Social Sciences(all)

Cite this

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