Language Matters in Demonstrations of Understanding in Early Years Mathematics Assessment

Autor/inn/en	Mushin, Ilana; Gardner, Rod; Munro, Jennifer M.
Titel	Language Matters in Demonstrations of Understanding in Early Years Mathematics Assessment
Quelle	In: Mathematics Education Research Journal, 25 (2013) 3, S.415-433 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-013-0077-4
Schlagwörter	Mathematics Tests; Mathematics Education; Language Role; Demonstrations (Educational); Mathematical Concepts; Indigenous Populations; Discourse Analysis; Oral Language; Grade 1; Protocol Analysis; Native Speakers; Language of Instruction; English (Second Language); Mathematics Achievement; Teaching Models; Foreign Countries; Learning Problems; Australia + Suchen Sie Ihr Suchwort? Mathematische Bildung; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Sinti und Roma; Diskursanalyse; Oral interpretation; Mündlicher Sprachgebrauch; School year 01; 1. Schuljahr; Schuljahr 01; Muttersprachler; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrmodell; Ausland; Lernproblem; Australien
Abstract	In classrooms tests, students are regularly required to demonstrate their understanding of mathematical concepts. When children encounter problems in demonstrating such understanding, it is often not clear whether this is because of the language of the teachers' questions and instructions or a genuine non-understanding of the concept itself. This paper uses Conversation Analysis to investigate the role that language plays in Year 1 oral maths assessment in an Australian Indigenous community school. This approach allows us to monitor the very subtle communicative gestures, verbal and non-verbal, that contribute to the trajectory of a particular test task. Here we are able to bring to light a range of ways in which language may interfere with demonstrations of understanding of mathematical concepts. These include particular mathematical words (e.g., "size," "shape," "same"), as well as problems with what is being asked in an instruction. We argue that while all children must learn new mathematical language in their early years of schooling, the challenge for the students we have recorded may be compounded by the language differences between the Indigenous variety of language they speak in the community, and the Standard Australian English of the classroom and teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10