"Explícame tu Respuesta": Supporting the Development of Mathematical Discourse in Emergent Bilingual Kindergarten Students

Sylvia Celedón-Pattichis, Erin E Turner

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

This study investigated Spanish-speaking kindergarten students' participation in mathematical discourse as they solved and discussed a range of word problems. Specifically, we draw upon sociocultural perspectives on mathematics learning to frame mathematical discourse and to examine specific teacher and student actions that seemed to support the development of mathematical discourse over the course of the kindergarten year. Data sources included pre- and post-task-based clinical interview assessments and weekly (videotaped) observations of problem-solving lessons. Findings demonstrated ways that teachers supported and students appropriated discursive habits such as using more precise mathematical language, explaining solutions in ways that referenced actions on quantities in the problem, and using multiple visual representations to mediate communication. In addition, the findings point to the critical role the teacher plays in supporting the development of students' mathematical discourse.

Original languageEnglish (US)
Pages (from-to)197-216
Number of pages20
JournalBilingual Research Journal
Volume35
Issue number2
DOIs
StatePublished - Jun 2012

Fingerprint

kindergarten
discourse
teacher
student
habits
speaking
mathematics
participation
Discourse
Kindergarten
communication
interview
language
learning

ASJC Scopus subject areas

  • Education
  • Linguistics and Language
  • Language and Linguistics

Cite this

"Explícame tu Respuesta" : Supporting the Development of Mathematical Discourse in Emergent Bilingual Kindergarten Students. / Celedón-Pattichis, Sylvia; Turner, Erin E.

In: Bilingual Research Journal, Vol. 35, No. 2, 06.2012, p. 197-216.

Research output: Contribution to journalArticle

@article{5a9028d62d6a41cdaee0c623d5ba5ba9,
title = "{"}Expl{\'i}came tu Respuesta{"}: Supporting the Development of Mathematical Discourse in Emergent Bilingual Kindergarten Students",
abstract = "This study investigated Spanish-speaking kindergarten students' participation in mathematical discourse as they solved and discussed a range of word problems. Specifically, we draw upon sociocultural perspectives on mathematics learning to frame mathematical discourse and to examine specific teacher and student actions that seemed to support the development of mathematical discourse over the course of the kindergarten year. Data sources included pre- and post-task-based clinical interview assessments and weekly (videotaped) observations of problem-solving lessons. Findings demonstrated ways that teachers supported and students appropriated discursive habits such as using more precise mathematical language, explaining solutions in ways that referenced actions on quantities in the problem, and using multiple visual representations to mediate communication. In addition, the findings point to the critical role the teacher plays in supporting the development of students' mathematical discourse.",
author = "Sylvia Celed{\'o}n-Pattichis and Turner, {Erin E}",
year = "2012",
month = "6",
doi = "10.1080/15235882.2012.703635",
language = "English (US)",
volume = "35",
pages = "197--216",
journal = "Bilingual Research Journal",
issn = "1523-5882",
publisher = "Routledge",
number = "2",

}

TY - JOUR

T1 - "Explícame tu Respuesta"

T2 - Supporting the Development of Mathematical Discourse in Emergent Bilingual Kindergarten Students

AU - Celedón-Pattichis, Sylvia

AU - Turner, Erin E

PY - 2012/6

Y1 - 2012/6

N2 - This study investigated Spanish-speaking kindergarten students' participation in mathematical discourse as they solved and discussed a range of word problems. Specifically, we draw upon sociocultural perspectives on mathematics learning to frame mathematical discourse and to examine specific teacher and student actions that seemed to support the development of mathematical discourse over the course of the kindergarten year. Data sources included pre- and post-task-based clinical interview assessments and weekly (videotaped) observations of problem-solving lessons. Findings demonstrated ways that teachers supported and students appropriated discursive habits such as using more precise mathematical language, explaining solutions in ways that referenced actions on quantities in the problem, and using multiple visual representations to mediate communication. In addition, the findings point to the critical role the teacher plays in supporting the development of students' mathematical discourse.

AB - This study investigated Spanish-speaking kindergarten students' participation in mathematical discourse as they solved and discussed a range of word problems. Specifically, we draw upon sociocultural perspectives on mathematics learning to frame mathematical discourse and to examine specific teacher and student actions that seemed to support the development of mathematical discourse over the course of the kindergarten year. Data sources included pre- and post-task-based clinical interview assessments and weekly (videotaped) observations of problem-solving lessons. Findings demonstrated ways that teachers supported and students appropriated discursive habits such as using more precise mathematical language, explaining solutions in ways that referenced actions on quantities in the problem, and using multiple visual representations to mediate communication. In addition, the findings point to the critical role the teacher plays in supporting the development of students' mathematical discourse.

UR - http://www.scopus.com/inward/record.url?scp=84865102587&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84865102587&partnerID=8YFLogxK

U2 - 10.1080/15235882.2012.703635

DO - 10.1080/15235882.2012.703635

M3 - Article

AN - SCOPUS:84865102587

VL - 35

SP - 197

EP - 216

JO - Bilingual Research Journal

JF - Bilingual Research Journal

SN - 1523-5882

IS - 2

ER -