Contenido principal del artículo

Richard Barwell
University of Ottawa, Canadá
Vol. 11 Núm. 1: Número monográfico en Educación Matemática y Lenguaje (Septiembre, 2016), Artículos, Páginas 34-52
DOI: https://doi.org/10.30827/pna.v11i1.6080
Recibido: jun 23, 2017 Aceptado: jun 23, 2017 Publicado: sep 1, 2016

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.

Investigando la estratificación, la diversidad lingüística y la interacción en el aula de matemáticas

La investigación sobre las dimensiones sociopolíticas de la diversidad lingüística en clases de matemáticas está poco teorizada y mayormente se centra en la elección de la lengua. Estas dimensiones, no obstante, probablemente influyen en la interacción en clase en otros modos distintos a la elección de la lengua. Para investigar estas influencias, propongo que las nociones de heteroglosia, órdenes de indexicalidad y salto de escala, pueden aportar nuevos instrumentos teóricos con los cuales comprender conexiones entre interacción del aula y patrones sociales de marginalización. Para mostrar la utilidad de estas ideas, incluyo los análisis de un episodio de una clase de primaria de matemáticas canadiense con instrucción en una segunda lengua.

Handle: http://hdl.handle.net/10481/42389

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