| Abstract |
We have two goals in this paper: (1) To present an iteration of an instructional protocol in mathematics designed to simultaneously promote the mathematical reasoning and learning of the mathematics register by multilingual learners (MLs) and (2) to analyse empirical data to provide evidence of the viability of the instructional protocol for MLs. Using social-constructivism as our theoretical framework, we demonstrate how the 'Discursive Mathematics Protocol' (DMP) builds on Pólya's problem-solving heuristic by integrating research-based 'language practices' and 'essential teaching practices'. To address the paper's second aim, we analyse videotapes and student work from two problem-solving lessons to examine the interplay of the language practices and essential teaching practices found in the DMP and how this interplay supports students to develop their mathematical reasoning, while learning the mathematics register. This study contributes to an emerging research field that considers the interplay among instructional design principles, language and students' mathematical learning. This research is also an important contribution to the literature for practical reasons; it demonstrates that instruction promoting language acquisition and mathematical reasoning can be integrated during problem-solving lessons and benefits MLs. |
| Authors |
Richard Kitchen   , Libni B. Castellón , Karla Matute , Eduardo Mosqueda
|
| Journal Info |
Taylor & Francis | International Journal of Mathematical Education in Science and Technology , pages: 1 - 32
|
| Publication Date |
8/29/2024 |
| ISSN |
0020-739X |
Type |
article |
| Open Access |
closed
|
| DOI |
https://doi.org/10.1080/0020739x.2024.2391967 |
| Keywords |
Protocol analysis (Score: 0.49697807)
|
