English learners' participation in mathematical discussion: Shifting positionings and dynamic identities

Erin E Turner, Higinio Dominguez, Luz Maldonado, Susan Empson

Research output: Contribution to journalArticle

32 Citations (Scopus)

Abstract

This study investigated discursive positioning moves that facilitated Latino/a English learners' (ELs) opportunities to take on agentive problem-solving roles in group mathematical discussion. A focus on mechanisms that support students' agentive participation is consistent with our view that recurrent experiences participating and being positioned in particular ways contribute to identity development. Findings suggest several ways that discursive positioning facilitated ELs' agentive participation, including via: (a) explicit statements that validated ELs' reasoning, (b) invitations to share, justify, or clarify thinking that positioned ELs as competent problem solvers, and (c) inviting peers to respond to an EL's idea in ways that positioned the idea as important and/or mathematically justified.

Original languageEnglish (US)
Pages (from-to)199-234
Number of pages36
JournalJournal for Research in Mathematics Education
Volume44
Issue number1
StatePublished - Jan 2013

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Positioning
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Reasoning
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Keywords

  • Bilingual issues
  • Discourse analysis
  • Elementary
  • English language learners
  • Equity/diversity
  • K-8
  • Language and mathematics

ASJC Scopus subject areas

  • Education
  • Mathematics (miscellaneous)

Cite this

English learners' participation in mathematical discussion : Shifting positionings and dynamic identities. / Turner, Erin E; Dominguez, Higinio; Maldonado, Luz; Empson, Susan.

In: Journal for Research in Mathematics Education, Vol. 44, No. 1, 01.2013, p. 199-234.

Research output: Contribution to journalArticle

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