Barwell, Richard (2016). Investigating stratification, language diversity and mathematics classroom interaction. PNA, 11(1), pp. 34-52 .
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Resumen
Research on the socio-political dimensions of language diversity in mathematics classrooms is under-theorised and largely focuses on language choice. These dimensions are, however, likely to influence mathematics classroom interaction in many other ways than participants’ choice of language. To investigate these influences, I propose that the notions ofheteroglossia, orders of indexicality and scale-jumping, can provide new theoretical tools with which to understand the links between classroom interaction and broader social patterns of marginalisation. To illustrate the utility of these ideas, I include some analysis of an episode observed in a sheltered elementary school second language mathematics classroom in Canada.
Tipo de Registro: | Artículo |
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Términos Temporales (Editor): | Conocimiento especializadoProfesor de matemáticas |
Términos clave: | 12. Investigación e innovación en Educación Matemática > Metodologías > Análisis del discurso 03. Aula > Gestión del aula > El discurso 04. Alumno > Diversidad > Lengua materna |
Nivel Educativo: | Todos los niveles educativos |
Código ID: | 8464 |
Depositado Por: | Pedro Gómez |
Depositado En: | 25 Sep 2016 09:41 |
Fecha de Modificación Más Reciente: | 10 Mar 2021 11:15 |
Valoración: |
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