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English Learners’ Participation in Mathematical Discussion: Shifting Positionings and Dynamic Identities

Erin Turner, Higinio Dominguez, Luz Maldonado, and Susan Empson 

January 2013, Volume 44, Issue 1, Page 199

This study investigated discursive positioning moves that facilitated Latino/a English learners’ (ELs) opportunities to take on agentive problem-solving roles in group mathematical discussion. A focus on mechanisms that support students’ agentive participation is consistent with the authors’ view that recurrent experiences participating and being positioned in particular ways contribute to identity development. Findings suggest several ways that discursive positioning facilitated ELs’ agentive participation.

Grade 1
Grade 2
English Language Learners (ELL)
Grades 3-5
Grades 6-8
Discourse Analysis