Supporting the Development of Bilingual Learners’ Mathematical Discourse in a Multilingual, Technological Context

Abstract

In this chapter, I explore the use of dynamic, touchscreen technology for supporting the development of bilingual learners’ mathematical discourse during pair-work exploratory activities in calculus. This study emerged from increasing linguistic diversity in mathematics education and a new mathematics curriculum movement which emphasizes fluency of mathematical communication and the consistent use of technology for learning mathematics. In response to the changing needs and curriculum, this study investigates bilingual high school students’ communication when they interact with touchscreen dynamic geometry environments (DGEs) during calculus discussion and exploration. Specifically, I address bilingual learners’ linguistic and nonlinguistic means of communication in the activity with touchscreen DGEs and the mathematical competence demonstrated by the students in the activity. Using the theoretical framing of thinking-as-communicating, I provide a vignette with qualitative analyses of one pair of bilingual learners’ communication, focusing on the students’ language, gestures, and touchscreen-dragging actions with touchscreen DGEs during the mathematical activity. Results suggest that a multimodal lens for understanding bilingual learners’ mathematical thinking, along with the touchscreen interface and dynamic features of the DGEs, facilitated productive discussion and exploration about calculus for the students. This study raises implications for achieving equity in today’s increasingly multilingual and technological learning environments.