Incouple Numbers and Dedómetros: Listening for Meaning in Bilingual Children's Mathematical Lexical Inventions

Autor/inn/en	Martínez Hinestroza, José; Peña-Pincheira, Romina S.; Adams Corral, Melissa
Titel	Incouple Numbers and Dedómetros: Listening for Meaning in Bilingual Children's Mathematical Lexical Inventions
Quelle	In: ZDM: Mathematics Education, 55 (2023) 6, S.1101-1112 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martínez Hinestroza, José) ORCID (Peña-Pincheira, Romina S.) ORCID (Adams Corral, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-023-01486-3
Schlagwörter	Listening; Bilingual Students; Mathematics Education; Bilingual Education; Vocabulary; Semantics; Validity; Code Switching (Language); Translation; Grade 4; English (Second Language); Spanish; Immersion Programs; Grade 3; Foreign Countries; Elementary School Students; Colombia; United States + Suchen Sie Ihr Suchwort? Hörvorgang; Zuhören; Mathematische Bildung; Bilingual teaching; Bilingualer Unterricht; Wortschatz; Semantik; Gültigkeit; School year 04; 4. Schuljahr; Schuljahr 04; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Immersionsprogramm; School year 03; 3. Schuljahr; Schuljahr 03; Ausland; Kolumbien; USA
Abstract	Previous research on bilingual mathematics education has proposed that as children "language mathematics" they use multiple sources of meaning. In this paper, we focus on lexical inventions--bilingual children's made up words that are not formally defined or used but follow the phonology and morphology of a language--as a source of meaning. Consistent with tenets from translanguaging, we recognize lexical inventions as a creative language practice defying idealized language norms. A raciolinguistic theoretical perspective informs our interpretation of children, teachers, and researchers as listening subjects. The purpose of this paper is to explore how mathematical lexical inventions can prompt a translanguaging space where children, teachers, and researchers resist listening subject positions that predispose them to listen for predetermined language practices. Drawing on two lesson transcripts, one from a fourth-grade English-immersion classroom in Colombia and one from a third-grade Spanish-immersion classroom in the United States, we used moment analysis in translanguaging spaces to identify spontaneous and critical moments where lexical inventions prompted mathematical explorations. We argue for adopting listening subject positions as learners of transgressive language practices that are part of interactions between children and mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01