Embodied Mathematical Practices in (Re)Designing Board Games in a Linguistically Diverse Classroom

Autor/inn/en	Kim, Beaumie; Bastani, Reyhaneh; Takeuchi, Miwa A.
Titel	Embodied Mathematical Practices in (Re)Designing Board Games in a Linguistically Diverse Classroom
Quelle	In: Pedagogies: An International Journal, 18 (2023) 2, S.289-310 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Beaumie) ORCID (Bastani, Reyhaneh) ORCID (Takeuchi, Miwa A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2021.2013232
Schlagwörter	Games; Teaching Methods; Game Based Learning; Design; Limited English Speaking; Student Participation; Mathematics Instruction; Immigrants; Interpersonal Communication; Foreign Countries; Elementary School Students; Grade 3; Grade 4; Cooperative Learning; Canada + Suchen Sie Ihr Suchwort? Game; Spiel; Spiele; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Mathematics lessons; Mathematikunterricht; Immigrant; Immigrantin; Immigranten; Interpersonale Kommunikation; Ausland; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Kooperatives Lernen; Kanada
Abstract	In this article, we discuss embodied mathematical practices in the context of learners' board game (re)design activities. By focusing on "redesigning" a board game as a pedagogical approach, rather than designing one from scratch, we intended to limit the vast creative design possibilities and engage learners more deeply with the discipline of mathematics. We conducted a design-based research project in a culturally and linguistically diverse Canadian school. Our video analysis identified embodied discourses wherein a student with limited English language proficiency came to be a designer of a board game, while meaningfully engaging in mathematics learning. Our findings demonstrate how the conversations between a newly arrived immigrant student and the teacher in the process of redesigning an existing board game helped the student fully participate in the classroom practice, maximizing the available cultural and linguistic resources. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01