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    • 2018 Dissertations (MU)
    • 2018 MU dissertations - Freely available online
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    Facilitating emergent bilingual's participation in mathematics : an examination of a teacher's positioning acts

    Smith, Erin Marie
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    [PDF] research.pdf (3.317Mb)
    Date
    2018
    Format
    Thesis
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    Abstract
    This study examined the mathematical learning opportunities provided to Latinx emergent bilinguals (EBs) in an elementary classroom. I used positioning theory (Rom Harre & van Langenhove, 1999b) to examine the acts of one third-grade teacher, Ms. Bristow, over two years to identify the ways she interactively positioned Latinx EBs in whole-class settings through spoken and written acts. An examination of the data revealed Ms. Bristow positioned EBs in five ways: inviting EBs to co-construct mathematics, revoicing EBs' mathematical contribution, acting as an intermediary between EBs and peers, valuing EBs' mathematical contributions, and recording EBs' mathematical thinking. These positioning acts provided multiple opportunities for EBs to use spoken mathematical discourse--a critical component to mathematical learning. The positioning acts also fostered the storylines: EBs are mathematically competent, EBs can explain their mathematical thinking to others, and EBs are contributors to the coconstruction of math. The findings from this study have implications for teacher education and mathematics educators.
    URI
    https://hdl.handle.net/10355/68947
    Degree
    Ph. D.
    Thesis Department
    Learning, teaching and curriculum (MU)
    Rights
    OpenAccess
    This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License
    Collections
    • Learning, Teaching and Curriculum electronic theses and dissertations (MU)
    • 2018 MU dissertations - Freely available online

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