Rethinking Learning Trajectories in Light of Student Linguistic Diversity

Autor/inn/en	Zahner, William; Wynn, Lynda
Titel	Rethinking Learning Trajectories in Light of Student Linguistic Diversity
Quelle	In: Mathematical Thinking and Learning: An International Journal, 25 (2023) 1, S.100-114 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zahner, William) ORCID (Wynn, Lynda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2021.1931650
Schlagwörter	Educational Change; Teaching Methods; Learning Trajectories; Multilingualism; Mathematics Instruction; Thinking Skills; English (Second Language); Second Language Instruction; Second Language Learning; Instructional Materials; Criticism; Student Diversity; Equal Education; Task Analysis; Student Attitudes; Accuracy; Bilingualism; Instructional Design; Lesson Plans; Student Participation; High School Students; Urban Schools + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Mathematics lessons; Mathematikunterricht; Denkfähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Kritik; Aufgabenanalyse; Schülerverhalten; Bilingualismus; Lesson concept; Lessonplan; Unterrichtsentwurf; Lesson planning; Unterrichtsplanung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Learning trajectory (LT) research in mathematics education has shaped both instructional materials and assessments. But, the body of LT research has also been critiqued for not adequately considering equity and addressing student diversity. This study begins to fill this gap by characterizing the reasoning of 23 multilingual students who participated in task-based interviews about proportional relationships and linear functions. Using tasks aligned with an established LT, the analysis focuses on the interaction of task language demand and student language background. Results show how task linguistic complexity can interfere with accurately interpreting the mathematical reasoning of emergent bilingual students. We discuss the need to (a) incorporate a focus on linguistic diversity when planning instruction and (b) broaden the students who participate in LT research to avoid reinforcing implicitly biased assumptions about diverse learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01