Exploring the Mathematical Agency of a Multilingual Child With an Identified Learning Disability

Authors

  • Juanita Silva

Abstract

In this article, I illustrate how one student, Carlos, who is an emergent bilingual with a learning disability, expresses his mathematical agency dynamically and fluidly in multiple languages throughout 12 teaching sessions centered on mathematical discussions. The findings of this study show how Carlos made sense of fraction word problems, felt empowered to engage in conversations with peers about his thinking, and took ownership of his strategies. Implications are
offered for the math instruction of bilingual children identified with a learning disability.

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Published

2023-03-16

Issue

Vol. 11 No. 3 (2020): Teaching for Excellence and Equity in Mathematics (TEEM): Special Issue on Multilingual Learners: Multilingual Practice

Section

Articles

License

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