Does Biliteracy + Mathematical Discourse = Binumerate Development? Language Use in a Middle School Dual-Language Mathematics Classroom

Eliane Rubinstein-Ávila; Amanda A. Sox; Suzanne Kaplan; Rebecca McGraw

doi:10.1177/0042085914536997

Does Biliteracy + Mathematical Discourse = Binumerate Development? Language Use in a Middle School Dual-Language Mathematics Classroom

Eliane Rubinstein-Ávila, Amanda A. Sox, Suzanne Kaplan, Rebecca McGraw

Research output: Contribution to journal › Article › peer-review

13 Scopus citations

Abstract

Few studies on the role of bilingualism in mathematics classrooms explore the intersection of biliteracy, language use, mathematical discourse, and numeracy—especially at the middle school level. Drawing from biliteracy development theory and reform mathematics education literature, this qualitative case study of a dual-language mathematics classroom shows how English language learners (ELLs)/bilinguals use their first (L1) and second language (L2) as resources to access advanced mathematical curriculum. The article provides glimpses of instructional strategies that encourage mathematics discourse and biliteracy development. Encouraging secondary bilingual students to solve non-routine mathematical problems collaboratively may not only promote student engagement but also promote binumerate development.

Original language	English (US)
Pages (from-to)	899-937
Number of pages	39
Journal	Urban Education
Volume	50
Issue number	8
DOIs	https://doi.org/10.1177/0042085914536997
State	Published - Dec 1 2015

Keywords

Latino/a students
case study
dual-language program
mathematics
middle school
urban education

ASJC Scopus subject areas

Education
Urban Studies

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10.1177/0042085914536997

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abstract = "Few studies on the role of bilingualism in mathematics classrooms explore the intersection of biliteracy, language use, mathematical discourse, and numeracy—especially at the middle school level. Drawing from biliteracy development theory and reform mathematics education literature, this qualitative case study of a dual-language mathematics classroom shows how English language learners (ELLs)/bilinguals use their first (L1) and second language (L2) as resources to access advanced mathematical curriculum. The article provides glimpses of instructional strategies that encourage mathematics discourse and biliteracy development. Encouraging secondary bilingual students to solve non-routine mathematical problems collaboratively may not only promote student engagement but also promote binumerate development.",

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AU - McGraw, Rebecca

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Does Biliteracy + Mathematical Discourse = Binumerate Development? Language Use in a Middle School Dual-Language Mathematics Classroom

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