Mathematical benefits of a language-friendly pedagogical tool: a praxeological analysis of teachers’ perceptions and practices

IF 2.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Language, Culture and Curriculum Pub Date : 2023-10-08 DOI:10.1080/07908318.2023.2265407

Alexandre Cavalcante, Antoinette Gagné, Emmanuelle Le Pichon-Vorstman

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Abstract

ABSTRACTIn this paper, we report on data from 40 middle and secondary school mathematics teachers and teacher candidates as they begin to articulate the intersection of language-friendly pedagogy, mathematics teaching, and a multilingual technological tool by way of a two-hour introductory workshop. We use an Anthropological Theory of the Didactic which recognises that mathematics instruction and language instruction are done differently under distinct institutional conditions (curriculum, culture, language, etc.) to analyse our data. Our findings suggest that teachers’ beliefs and perspectives regarding their multilingual students guide their choices about how to use a powerful digital multilingual platform to either remediate what they perceive as deficits in their students or leverage the assets of multilingual learners.KEYWORDS: Language-friendly pedagogymathematics teacher perceptionslearning platformpraxeologymultilingual learnersSTEM AcknowledgementsWe want to acknowledge the contributions of Dania Wattar, a member of the ESCAPE Projects research team, in the co-creation and delivery of the workshop described in this article.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was financed by the Social Sciences and Humanities Research Council of Canada.

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语言友好型教学工具的数学效益:教师认知和实践的行动学分析

摘要:在本文中，我们报告了40名中小学数学教师和教师候选人的数据，他们开始阐述语言友好教学法、数学教学和多语言技术工具之间的交集，通过两个小时的介绍性研讨会。我们使用教学的人类学理论来分析我们的数据，该理论承认数学教学和语言教学在不同的制度条件下(课程、文化、语言等)是不同的。我们的研究结果表明，教师对多语言学生的信念和观点指导他们选择如何使用强大的数字多语言平台来弥补他们认为学生的缺陷或利用多语言学习者的资产。关键词:语言友好型教学;数学教师感知;学习平台;行为社会学;多语言学习者系统致谢我们要感谢ESCAPE项目研究团队成员Dania Wattar在本文中描述的研讨会的共同创建和交付中的贡献。披露声明作者未报告潜在的利益冲突。本研究由加拿大社会科学与人文研究理事会资助。

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来源期刊

Language, Culture and Curriculum Multiple-

CiteScore

7.00

自引率

5.70%

发文量

期刊介绍： Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation. The journal also includes studies of language instruction, teacher training, teaching methods and language-in-education policy. It is open to investigations of language attitudes, beliefs and identities as well as to contributions dealing with language learning processes and language practices inside and outside of the classroom. Language, Culture and Curriculum encourages submissions from a variety of disciplinary approaches. Since its inception in 1988 the journal has tried to cover a wide range of topics and it has disseminated articles from authors from all continents.