Teacher moves for promoting student participation when teaching functional relationships to language learners
Résumé
Students' participation in rich discourse practices is important for their understanding of the meaning of mathematical concepts. It is the job of the teacher to enable and foster this participation. But how exactly do teachers' practices for promoting beneficial student participation in classrooms look like for a specific mathematical concept? This paper investigates two contrasting cases to explore the range of possible topic-related moves teachers use when teaching functional relationships to monolingual and multilingual academic language learners. The two cases illustrate topic-specific and topic-independent teacher moves by which teachers try to promote student participation in a discussion on comparing functional relationships with regard to their meaning in the given contexts.
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