Hoppa till sidinnehåll
Flerspråkighet

Mathematics classroom talk in a migrating world – synthesizing epistemological dimensions

Publicerad:2020-01-08
Uppdaterad:2020-02-03

Hur navigerar elever som går i ett klassrum där nutida migrationskomplexitet finns representerad, de språkliga gap som uppstår när de talar om matematik? Det är en av frågorna som Ulrika Ryan undersöker i sin avhandling.

Författare

Ulrika Ryan

Handledare

Associate professor Annica Andersson, Malmö universitet Anna Chronaki, Malmö universitet Professor David Wagner, University of New Brunswick

Opponent

Professor Susanne Prediger, TU Dortmund University

Disputerat vid

Malmö universitet

Disputationsdag

2019-12-06

Titel (eng)

Mathematics classroom talk in a migrating world – synthesizing epistemological dimensions

Mathematics classroom talk in a migrating world – synthesizing epistemological dimensions

This thesis is an expedition into and beyond students’ mathematics talk in classrooms framed by migration as a matter of dichotomization between named languages and (in)formal aspects of one fixed mathematics. It is an attempt to make sense of how students grapple with and move about the divides that those dichotomizations shapes. I ask; How do students in a Grade 5 classroom framed by migration navigate language and epistemological divides when talking about mathematics? and What theoretical conceptualization of epistemological dimensions of language diversity can be used to frame the students’ navigation of the divides? ‘Navigation’ and ‘navigate’ are the metaphors I use for finding one’s way in spaces that do not have established paths to follow. In this thesis epistemological divides articulate difference when individuals and/or cultures take and treat something as mathematical knowledge. They emerge when people do and talk about mathematics. My focus is not primarily on how students learn mathematics through their navigation, but rather on how the students inhabit the learn-ing space together—how they relate to each other—as they navigate.To grapple with the research questions above, to learn about multiple relational aspects of how students navigate language and epistemological divides when they talk about school mathematics, I have used a flexible research design in a multilingual, yet ‘Swedish-only’ Grade 5 (students aged 11) classroom in the south of Sweden. Theoretically I bring together a) linguistic inferentialism as an alternative to the representation paradigm, b) social interaction and ecological approaches on knowledge to frame the relationship between language and c) mathematics in students’ talk in a classroom with a complex diversity of languages and socio-economic backgrounds. Results show that when students in the Grade 5 class navigated language and epistemological divides they demonstrated solidarity and sometimes perform aggressive actions towards each other in their encounters with mathematical knowledge and language diversity. These performances were theoretically conceptualized as meta-understanding of multilingualism (MULD) or lack of MULD. The performances are understood as connected to the mathematics based discursive spaces (MBDS) that emerged when the students discoursed. The present thesis contributes to the field by taking an ecology-based relational approach towards language and epistemology in order to provide tools for considering students’ responsive translanguaging in multilingual classrooms with no shared languages (except the language of instruction). In addition, this thesis is the first to use inferentialism for ecology-based approaches on social epistemological issues of multilingualism in mathematics education research.

Forskningsbevakningen presenteras i samarbete med

forskningsinstitutet Ifous

Läs mer
Stockholm

Specialpedagogik i grundskolan

Välkommen till Skolportens fortbildning för dig som möter elever i behov av stöd i grundskolan. Välj om du vill delta i Stockholm eller digitalt! Ta del av den senaste forskningen om bland annat AI och framtidens digitala skola, neurodiversitet och hur vi implementerar ett specialpedagogiskt förhållningssätt i hela verksamheten.
Läs mer & boka
Åk F–9
7–8 maj
Digital temaföreläsning

Arbeta mot hedersrelaterat våld och förtryck i skolan

Skolportens digitala föreläsning med Issis Melin, för dig som vill lära dig mer om arbete mot hedersrelaterat våld och förtryck i skolan. Föreläsningen fokuserar på hur elevhälsoteamet kan identifiera hedersrelaterade beteenden, samt hjälpa utsatta elever att komma ur sin situation. Ta del av denna föreläsning mellan 22 april–5 juni!
Läs mer & boka
Åk F–Gy
22 apr – 5 jun
Dela via: 

Relaterade artiklar

Relaterat innehåll

Senaste magasinen

Läs mer

Nyhetsbrev