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

Erin Turner, Higinio Dominguez, Luz Maldonado, Susan Empson

Research output: Contribution to journalArticle

36 Scopus citations

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 1 2013

Keywords

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

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education

Fingerprint Dive into the research topics of 'English learners' participation in mathematical discussion: Shifting positionings and dynamic identities'. Together they form a unique fingerprint.

  • Cite this