Exploring the patterns of participation framework for studying multilingual mathematics teachers’ identities
Résumé
Selecting a theoretical framework to study mathematics teachers’ professional identity when focusing
on multilingualism is an open question. This paper explores the affordances of the Patterns of
Participation framework for studying the professional identities of multilingual mathematics
teachers. A case of a multilingual teacher working in multilingual mathematics classrooms in Sweden
was used as an example, with data sources comprising one informal interview and one classroom
observation focusing on the communication of mathematical concepts. The framework highlighted
that when the teacher participates in a multilingual mathematics classroom, she may draw from the
Swedish reform, her previous experiences from the classroom and her colleagues’ approach, all in
relation to the learning and communication of mathematics concepts.
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