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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1-20 |
| Number of pages | 20 |
| Journal | Educational Studies in Mathematics |
| DOIs | |
| State | Accepted/In press - Mar 20 2017 |
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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.
In: Educational Studies in Mathematics, 20.03.2017, p. 1-20.Research output: Contribution to journal › Article
}
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
AN - SCOPUS:85015688257
SP - 1
EP - 20
JO - Educational Studies in Mathematics
JF - Educational Studies in Mathematics
SN - 0013-1954
ER -