Using a Transdisciplinary Framework to Examine Mathematics Classroom Talk Taking Place in and through a Second Language

Autor/inn/en	Robertson, Sally-Ann; Graven, Mellony
Titel	Using a Transdisciplinary Framework to Examine Mathematics Classroom Talk Taking Place in and through a Second Language
Quelle	In: ZDM: The International Journal on Mathematics Education, 50 (2018) 6, S.1013-1027 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Robertson, Sally-Ann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-018-0952-2
Schlagwörter	Mathematical Concepts; Mathematics Education; English (Second Language); Second Language Learning; Classroom Communication; Foreign Countries; Grade 4; Elementary School Mathematics; Mathematical Models; South Africa + Suchen Sie Ihr Suchwort? Mathematische Bildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Klassengespräch; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Elementare Mathematik; Schulmathematik; Mathematical model; Mathematisches Modell; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper proposes a transdisciplinary framework to allow for a multifocal exploration of classroom talk practices. It draws on data from a broader study of talk in South African Grade 4 mathematics classrooms where the language of teaching and learning (English) was the home language for neither the teachers nor their students. Lesson transcript data from one teacher's lessons on fractions are used to demonstrate how working with three strands of conceptual insight from the disciplines of psychology, sociology and linguistics conduces to a potentially richer understanding of a teacher's use of classroom talk in mediating her students' mathematical understanding. By drawing on elements of Vygotsky's sociocultural psychology, we make visible in the lesson data the ways in which this teacher used the 'everyday' in trying to navigate her students' towards more 'scientific' conceptualizations of unit fractions. By then taking up aspects of Bernstein's sociological work, we articulate, and make visible, how societal circumstances impinge on students' access to exploratory mathematical discourse needed for epistemological access to abstract and generalized mathematical concepts. Finally, through Halliday's work on the power of particular linguistic registers for meaning-making, we highlight challenges in learning mathematics in and through a second language and reveal the constraints placed on students' opportunity to maximally exploit the distinct forms of meaning contained within the mathematics register. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01