The complexity of task design for utilising the epistemic potential of multiple languages in developing pattern understandings
Résumé
Operationalising the concept of language as a resource in multilingual classrooms has recently
involved the development of tasks that focus on the epistemic potential of multiple languages.
However, task design is a complex process. Using an example of the development of an algebra task,
which aimed to support students’ mathematical meaning-making through using multiple languages,
the changes made across several iterations are described. Results show how changes to one aspect
of the task affected other aspects, including the mathematics and the language which were the foci,
reducing the possibilities for deepening students’ mathematical understandings.
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