Abstracts - NU2020

MARIE SJÖBLOM PROMOTING STUDENT-TO - MUEP

Cite . BibTex; Full citation Publisher: Springer Science and The competing and intersecting discourses available in the multilingual mathematics classroom affect students’ agency, foreground and identity formation as engaged mathematics learners. For example, a reform-oriented school mathematics discourse intersecting with a social-relational discourse affects students’ active agency allowing power relations to be negotiated. Norén E., Anderson A. (2016) Multilingual Students’ Agency in Mathematics Classrooms. In: Halai A., Clarkson P. (eds) Teaching and Learning Mathematics in Multilingual Classrooms. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-229-5_8 Creating a multilingual classroom: some examples from classroom based research As discussed above that in view of the Language Policy for Higher Education (LPHE) of 2002, and the linguistic context within which we operate there is a need to rethink language practices/language use.

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By exploring discursive practices in a multilingual mathematics classroom I uncover how students respond to discourses and how they in these discourses take active agency and position themselves, in order The effects of students’ and teachers’ agency on discourse switching in multilingual mathematics classrooms are also investigated. The findings indicate that bilingual communication in the mathematics classroom enhances students’ identity formation as engaged mathematics learners. Much research has identified the use of more than one language in multilingual mathematics classroom as a feature of meaningmaking (e.g. Adler, 2001; Moschkovich, 2010b;Planas, 2014;Setati, 2005 2012). Second, mathematics education research shows that patterns of classroom interaction as it relates to student agency, status, and positioning affect students’ access and achievement in the classroom (Gutiérrez, 2002; Khisty & Willey, 2008; Turner et al., 2013; Zahner & Moschkovich, 2011). Third, bilingual teachers need Positioning as a Tool of Analysis to Investigate Agency and Access to Learning Opportunities in a Classroom Environment 133 Hayriye Kayi-Aydar 9 ‘Crossing’ into the L2 and Back: Agency and Native-like FS Ultimate Attainment by a Post-critical-period Learner 154 Adnan Ajsic 10 Analyzing Learner Agency in Second-language Learning: O A Place collaborative activities in their own mathematics classrooms.

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2016 [Productivity leap on a wheelchair – position of disabled youth in the Column in Hufvudstadsbladet on multilingual school environments. marketization mathematics instruction migration multicultural multidisciplinary  av AB Holmbergs · 2015 — port to succeed in this task (Swedish National Agency for Education, 2007;. 2010). Several strate prevails in many Swedish mathematics classrooms and is directly con- trary to the models for the multilingual classroom].

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While it might seem like for every pro there’s a corresponding con, this also means that for every disadvantage there’s an advantage. This study, on the unit measuring time, examines classroom use of different resources and their affordances for students’ meaning-making. The data, comprising audio and video recordings, fieldnotes, photographs and student texts, were collected during a lesson in a multilingual Swedish grade 5 classroom (students aged 11–12). THE IMPACT OF TEACHER POSITIONING ON STUDENTS’ OPPORTUNITIES TO LEARN: A CASE STUDY OF AN ELEMENTARY MATHEMATICS CLASSROOM by Yukari Yamakawa B. A., Seinan Gakuin University, 1990 M. A., University of Northern Iowa, 1999 Submitted to the Graduate Faculty of the Department of Psychology in Education in partial fulfillment 3.4.1 Gestures as a communicative resource in bilingual mathematical talk .. .. 4.7.1 Ontological stand and epistemological positioning .

By exploring discursive practices in a multilingual mathematics classroom I uncover how students respond to discourses and how they in these discourses take active agency and position themselves, in order 2021-02-24 This study investigated how a teacher in a multilingual classroom attempted to support learners who are struggling to translate written/verbal mathematics into a symbolic form. It draws from a wider study focusing on language practices in intermediate multilingual mathematics classrooms in South Africa.
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I explore how students’ agency is pronounced in the classroom that actually can be a site where mathematics reform-oriented pedagogy thrives and how the emphasis on language support in such classrooms can support reform-oriented pedagogy. I argue that the emphasis on reform-oriented pedagogy can … Download PDF: Sorry, we are unable to provide the full text but you may find it at the following location(s): http://link.springer.com/conte (external link) Norén E., Anderson A. (2016) Multilingual Students’ Agency in Mathematics Classrooms. In: Halai A., Clarkson P. (eds) Teaching and Learning Mathematics in Multilingual Classrooms. SensePublishers, Rotterdam.

Purposefully Relating Multilingual Registers: Building Theory. Short Research Coverage for the Swedish National Agency for Education (published online). 2016 [Productivity leap on a wheelchair – position of disabled youth in the Column in Hufvudstadsbladet on multilingual school environments.
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Litteraturlistor - Högskolan Dalarna

All three teachers spoke isiXhosa as their first language; they were, however, fluent in English. Their Grade 7 pupils completed pretests before the intervention and identical post-tests 9 months later on mathematical reasoning, numeracy skills, and English skills.