TY - JOUR
T1 - "Explícame tu Respuesta"
T2 - Supporting the Development of Mathematical Discourse in Emergent Bilingual Kindergarten Students
AU - Celedón-Pattichis, Sylvia
AU - Turner, Erin E.
N1 - Funding Information:
This research was supported by the National Science Foundation, under grant ESI-0424983, awarded to CEMELA (The Center for the Mathematics Education of Latino/as). The views expressed here are those of the authors and do not necessarily reflect the views of the funding agency.
PY - 2012/6
Y1 - 2012/6
N2 - This study investigated Spanish-speaking kindergarten students' participation in mathematical discourse as they solved and discussed a range of word problems. Specifically, we draw upon sociocultural perspectives on mathematics learning to frame mathematical discourse and to examine specific teacher and student actions that seemed to support the development of mathematical discourse over the course of the kindergarten year. Data sources included pre- and post-task-based clinical interview assessments and weekly (videotaped) observations of problem-solving lessons. Findings demonstrated ways that teachers supported and students appropriated discursive habits such as using more precise mathematical language, explaining solutions in ways that referenced actions on quantities in the problem, and using multiple visual representations to mediate communication. In addition, the findings point to the critical role the teacher plays in supporting the development of students' mathematical discourse.
AB - This study investigated Spanish-speaking kindergarten students' participation in mathematical discourse as they solved and discussed a range of word problems. Specifically, we draw upon sociocultural perspectives on mathematics learning to frame mathematical discourse and to examine specific teacher and student actions that seemed to support the development of mathematical discourse over the course of the kindergarten year. Data sources included pre- and post-task-based clinical interview assessments and weekly (videotaped) observations of problem-solving lessons. Findings demonstrated ways that teachers supported and students appropriated discursive habits such as using more precise mathematical language, explaining solutions in ways that referenced actions on quantities in the problem, and using multiple visual representations to mediate communication. In addition, the findings point to the critical role the teacher plays in supporting the development of students' mathematical discourse.
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U2 - 10.1080/15235882.2012.703635
DO - 10.1080/15235882.2012.703635
M3 - Article
AN - SCOPUS:84865102587
SN - 1523-5882
VL - 35
SP - 197
EP - 216
JO - Bilingual Research Journal
JF - Bilingual Research Journal
IS - 2
ER -