Socializing pre-service teachers into mathematical discourse: the interplay between biliteracy and multimodality
Socializing pre-service teachers into mathematical discourse: the interplay between biliteracy and multimodality
复制标题
将职前教师融入数学话语中：双文能力与多模态之间的相互作用
DOI：
--
复制
发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Alberto Esquinca
中科院分区：
文献类型：
--
作者：
Alberto Esquinca
这是一项关于双文职前教师数学话语发展的研究。数学话语是一种多模态话语，数学意义是通过多种符号系统来建构的。此外，在双文框架的连续体中，能够在利用连续体的多个点的同时构建意义，可以促进双文的发展。然而，双语职前教师如何利用多模态和双语来发展数学话语的方式是一个很少研究的话题。在本案例研究中，数据是通过对职前教师大学数学课的参与者观察、参与者访谈和美国/墨西哥边境一所公立大学的小组学习课程收集的。这门课的一个主要组成部分是有意义地交流数学。确定了以书写为媒介的交流的参与者结构。在课堂上，学生们用英语与各种观众进行交流，通过他们的参与，学生们开始融入数学话语中。然而，正是在课堂外的学习课程中，学生们能够更充分地利用他们的双语能力和多模式资源。在学习课程中，参与者使用多模态和双文能力相互交流，同时形成双语/双文教师的初步身份。提供了对双语/双文大学生教学的启示。
This is a study of the development of mathematical discourse among biliterate pre-service teachers. Mathematical discourse is a multimodal discourse, in which mathematical meaning is constructed through multiple semiotic systems. Furthermore, in the continua of biliteracy framework, being able to construct meaning while drawing on multiple points of the continua promotes biliterate development. However, the ways in which biliterate pre-service teachers draw on both multimodality and biliteracy to develop mathematical discourse is a rarely researched topic. In this case study, data were gathered from participant-observation of a college mathematics class for pre-service teachers, participant interviews and small group study sessions at a public university on the U.S./Mexico border. A major component of the class was communicating mathematics meaningfully. Participant structures in which writing mediated communication were identified. In the classroom, students communicated with a variety of audiences in English, and through their participation students became socialized into mathematical discourse. However, it was in study sessions outside the classroom where students were able to draw on their biliteracy and multimodal resources more fully. In study sessions, participants used multimodality and biliteracy to engage with one another while at the same time forging an incipient identity as bilingual/biliterate teachers. Implications for teaching bilingual/biliterate college students are offered.