Abstract
This research focuses on eliciting bilingual students' problemsolving reasoning by providing mathematical tasks designed to involve the students in the action described in the problem by making connections to contexts familiar to them. Results showed these tasks allowed children to articulate their mathematical reasoning through gestures and speech. Two questions guided this investigation: (a) How do second-grade bilingual students communicate their mathematical reasoning? and (b) What is the role of the mathematical tasks in eliciting this mathematical reasoning? Analysis of seven second-grade Spanish–English bilingual students solving addition and subtraction problems showed that students simultaneously used words and gestures to communicate their mathematical reasoning to others and to regulate their own cognitive activity. In general, the students demonstrated that their developing bilingual proficiency did not constitute an impediment for guiding mathematical tasks to resolution; rather, students imparted mathematical meaning to each task by mutually supporting their verbal and nonverbal behaviors. The paper discusses how researchers and teachers can benefit from parallel attention to bilingual students' verbal and nonverbal communication. Both processes invite reflection on what it means to know and learn mathematics bilingually in early grades.
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