Using digital tools in language diverse mathematics classrooms
Abstract
In this paper, interviews with teachers and preservice teachers are analysed to understand their views about using digital tools in mathematics classrooms, connected to language-diverse students': communication; potential for learning; and available identities. When digital tools were seen only as providing ways to utilise the home language so that existing mathematical knowledge could be used to complete tasks in the language of instruction, then language-diverse students' available identities were reduced to becoming like their non-immigrant peers. In contrast, when digital tools were considered as providing opportunities for utilising a wider range of their language resources, then preservice teachers broadened their views about language-diverse students' potentials for learning and available identities.
Domains
Mathematics [math]Origin | Files produced by the author(s) |
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