Multilingual Students Working with Illustrated Mathematical Word Problems as Social Praxis

Abstract

Word problems in mathematics can present challenges for multilingual students. Previous research shows that the language and cultural contexts of word problems are major obstacles for many students. This study advances the research by considering the work with illustrated word problems as a social praxis. We specifically ask what social, cultural and linguistic experiences multilingual students mobilise and create when working with illustrated word problems. Data were collected from eight multilingual students in fourth grade. The students were given word problems to solve individually. The data were qualitatively analysed based on a four-fold structure of social praxis as a framework. Findings reveal that word problems will always mobilise exclusion. The study concludes that when working with illustrated word problems teachers need to recognise this condition and balance the ways of working with word problems. Policies need not only to promote linguistic and cultural diversity explicitly. They could open real possibilities for policy enactment where the linguistic and cultural differences embedded in illustrated mathematical word problems are discussed and negotiated.