ERIC Number: EJ1378251
Record Type: Journal
Publication Date: 2023
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1098-6065
EISSN: EISSN-1532-7833
Rethinking Learning Trajectories in Light of Student Linguistic Diversity
Mathematical Thinking and Learning: An International Journal, v25 n1 p100-114 2023
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.
Descriptors: 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
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
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1553708