A Situated and Sociocultural Perspective on Bilingual Mathematics Learners

By Judit Moschkovich. 2002

530 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/eecda1be5eba4e1ae996f2f38c1b6285bda99410

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Literature and Literary Theory

In Sociology and Political Science

Citations in the corpus

Language and communication in mathematics education: an overview of research in the field (2014, background): “Using a word in its everyday sense may thus be seen as the result of failure to recognise the situation as mathematical rather than failure to distinguish the correct mathematical sense of the word (Moschkovich 2002).”
The Complexities of Culturally Relevant Pedagogy: A Case Study of Two Secondary Mathematics Teachers and Their ESOL Students (2009, background): “Tapping into marginalized students’ cultural capital requires teachers to examine students’ individual identities and subcultures as well as their own (Leonard, 2008; Moschkovich, 2002).”
The Effects of Dynamic Strategic Math on English Language Learners’ Word Problem Solving (2013, background): “These levels followed the premise that the language of mathematics is embedded within various discourse processes (Ernst-Slavit & Slavit, 2007; Moschkovich, 2002) that first begins with basic interpersonal skills and then proceeds to cognitive academic language proficiency (Cummins, 1979).”
Language diversity in education: evolving from multilingual education to functional multilingual learning (2014, background): “…use the multilingual repertories of the students, they present them with better chances of educational success (for example: Jaffe, 2003; Moodley, 2007; Moschkovich, 2002; Olivares & Lemberger, 2002; Olmedo, 2003; Peterson & Heywood, 2007; Martin-Jones & Saxena, 2001; Verhelst & Verheyden, 2003).”
A teacher’s learning process in dual design research: learning to scaffold language in a multilingual mathematics classroom (2011, unknown): “Dealing with ethnic and linguistic diversity is one of the major challenges of today’s mathematics education (Campbell, Adams and Davis, 2007; Moschkovich, 2002).”
The Nuances and Complexities of Teaching Mathematics for Cultural Relevance and Social Justice (2010, background): “Language and cultural barriers affected some of these Black ESOL students’ development of the vocabulary and discourses (i.e., mathematics register) needed for success (Moschkovich, 2002).”
Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces (2013, background): “Current research in mathematics education suggests that students should engage in particular kinds of talk-intensive activities to support their development of classroom mathematical discourse practices (Cobb & Bauersfeld, 1995; Inagaki, Hatano, & Morita, 1998; Moschkovich, 2002).”
Performance Differences on a Measure of Mathematics Vocabulary for English Learners and Non-English Learners with and without Mathematics Difficulty (2019, background): “For example, over 10 different terms exist to describe subtraction; a quarter may refer to a coin or a fourth of a whole (Moschkovich, 2002).”
The Linguistic Challenges of Mathematics Teaching and Learning: A Research Review (2007, background): “Setati (2005) describes four kinds of talk that she observed in a grade four multilingual classroom in South Africa, following Moschkovich (2002) and Gee (1999).”
Participation of non-dominant students in argumentation in the mathematics classroom (2015, background): “Some of the research with non-dominant students focuses on the interaction of language and participation, particularly in multilingual contexts with students whose home language is different from the language of instruction (e.g. Civil 2011b; Khisty and Chval 2002; Moschkovich 2002; Turner et al. 20”
Mathematics Learning in Groups: Analyzing Equity in Two Cooperative Activity Structures (2009, background): “Recent research drawing on sociocultural theories of learning has emphasized the importance of having students “construct knowledge, negotiate meanings, and participate in mathematical communication” (Moschkovich, 2002, p. 190).”
EXAMINING MATHEMATICAL DISCOURSE PRACTICES (2007, background): “24 What are the features of Discourse practices? Are there characteristic mathematical Discourse practices? Can we distinguish everyday and academic mathematical Discourse practices? This article [1] considers these questions from a socio-cultural and situated perspective of mathematical Discourse p”
A Relational Perspective on Issues of Cultural Diversity and Equity as They Play Out in the Mathematics Classroom (2002, background): “dicated both that they found their experiences of doing mathematics in these classes distasteful and that they had come to dislike mathematics and would not study it further. As Boaler and Greeno emphasized, these students’ negative valuations of mathematics were particularly significant given that ”
Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning (2009, background): “For example, in schools in which Standard English is valued and students’ home languages are devalued (whether they be different dialects of English or other languages), a student’s adopting the school’s valued Discourse may feel like a rejection of one’s home community—undoubtedly, a difficult and ”
Making culturally responsive mathematics teaching explicit: a lesson analysis tool (2013, background): “…required to make constant adjustments to instruction that can build on what students know and experience, which includes how students are mathematically socialized through discourse practices (Khisty & Chval, 2002; Moschkovich, 2002, 2007; Setati & Adler, 2001; Turner & Celedón-Pattichis, 2011).”
Bilingual students using their languages in the learning of mathematics (2009, background): “ Moschkovich (2002, 2007a, 2007b) explores how English-Spanish bilingual working-class Latino students in the USA use language to communicate mathematically.”