| Autor: |
Ji Yeong I, Ji-Won Son, Hyewon Chang |
| Předmět: |
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| Zdroj: |
Conference Papers -- Psychology of Mathematics & Education of North America; 2024, p295-299, 5p |
| Abstrakt: |
Using positioning theory, we examined mathematics lessons led by two monolingual teachers in multilingual elementary settings, focusing on learning opportunities. Despite employing research-based strategies, teachers often do not position multilingual students as capable problem solvers and independent learners. Their emphasis on equal participation inadvertently limited learning opportunities. We advocate for analyzing teacher discourse and practices through the positioning framework to uncover hidden biases and complexities. While the response of South Korean teachers to the increasing number of multilingual students remains unclear, our findings illustrate the general inconsistency in supporting and positioning culturally and linguistically diverse students in mathematics classrooms. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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