ABSTRACT

Learning trajectory (LT) research in mathematics education has shaped both instructional materials and assessments. But, the body of LT research has also been critiqued for not adequately considering equity and addressing student diversity. This study begins to fill this gap by characterizing the reasoning of 23 multilingual students who participated in task-based interviews about proportional relationships and linear functions. Using tasks aligned with an established LT, the analysis focuses on the interaction of task language demand and student language background. Results show how task linguistic complexity can interfere with accurately interpreting the mathematical reasoning of emergent bilingual students. We discuss the need to (a) incorporate a focus on linguistic diversity when planning instruction and (b) broaden the students who participate in LT research to avoid reinforcing implicitly biased assumptions about diverse learners.

摘要

数学教育中的学习轨迹 (LT) 研究塑造了教学材料和评估。但是，LT 研究的主体也因没有充分考虑公平和解决学生多样性问题而受到批评。本研究通过描述参与基于任务的比例关系和线性函数访谈的 23 名多语言学生的推理来填补这一空白。使用与既定 LT 一致的任务，分析侧重于任务语言需求和学生语言背景的相互作用。结果表明任务语言的复杂性如何干扰准确解释新出现的双语学生的数学推理。