Facilitating Emergent Bilinguals' Participation in Mathematics: An Examination of a Teacher's Positioning Acts

Artigo2024

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Resumo

This study examined the mathematical learning opportunities provided to emergent bilinguals (EBs) through their participation in whole class discussions in an elementary classroom. Positioning theory (Harré & van Langenhove, 1999) was used to examine a third-grade monolingual teacher's positioning acts and related storylines across two years. An examination of the data revealed the teacher utilized three prevalent positioning acts with EBs (i.e., inviting EBs to share mathematical thinking, valuing EBs' mathematical contributions, and inviting peers to consider EBs' mathematical contributions) that provided multiple and varied opportunities to participate in whole class mathematical discussions while circulating two storylines: EBs are mathematically competent and EBs can explain their mathematical reasoning to others. Findings suggest that positioning acts can be used in similar ways by other teachers across contexts to strive for equitable mathematics education.

Dados da obra

Tipo: Artigo
Periódico: Electronic Journal for Research in Science & Mathematics Education
Ano: 2024
Idioma: en
Palavras-chave: Bilingual Students; Mathematics Education; Group Discussion; Elementary School Teachers; Discussion (Teaching Technique); English Language Learners; Teaching Methods; Student Participation; Social Influences; Culturally Relevant Education; Interpersonal Relationship; Faculty Development; Minority Group Students; Teacher Role
Acesso: Download disponível
Fontes: ERIC — Education Resources Information Center
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SMITH, Erin. Facilitating Emergent Bilinguals' Participation in Mathematics: An Examination of a Teacher's Positioning Acts. Electronic Journal for Research in Science & Mathematics Education, 2024. Disponível em: https://eric.ed.gov/?id=EJ1437375. Acesso em: 5 nov. 2026.

APA

Smith, E. (2024). Facilitating Emergent Bilinguals' Participation in Mathematics: An Examination of a Teacher's Positioning Acts. Electronic Journal for Research in Science & Mathematics Education. https://eric.ed.gov/?id=EJ1437375

BibTeX

@article{smith2024,
  author = {Smith, Erin},
  title = {Facilitating Emergent Bilinguals' Participation in Mathematics: An Examination of a Teacher's Positioning Acts},
  year = {2024},
  journal = {Electronic Journal for Research in Science \& Mathematics Education},
  url = {https://eric.ed.gov/?id=EJ1437375},
  language = {en}
}

RIS

TY  - JOUR
AU  - Smith, Erin
TI  - Facilitating Emergent Bilinguals' Participation in Mathematics: An Examination of a Teacher's Positioning Acts
PY  - 2024
JO  - Electronic Journal for Research in Science & Mathematics Education
UR  - https://eric.ed.gov/?id=EJ1437375
LA  - en
ER  -

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