ABSTRACT This article presents the results of an analysis of ethnographic data collected in three second language mathematics classrooms in Canada. The elementary school classes consisted of a group of indigenous students, a group of new immigrant students and a class in a French immersion programme. The focus of the analysis was on the sources of meaning students use in mathematics classrooms. The notion of sources of meaning is framed by a Bakhtinian perspective on language, in which they are examined in terms of discourses, voices and languages. For one student in each class, I describe a repertoire of sources of meaning and discuss similarities and differences relating to the sociolinguistic context of each class. Students’ repertoires are shown to include both situational and distal sources of meaning. The relationship between distal and situational sources of meaning reflects the stratified nature of mathematics classroom interaction.

中文翻译：

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数学三个第二语言学习者的曲目：意义的远端和情境来源

摘要 本文介绍了对加拿大三个第二语言数学课堂收集的民族志数据的分析结果。小学班级由一群土著学生、一群新移民学生和一个法语浸入式课程组成。分析的重点是学生在数学课堂中使用的意义的来源。意义来源的概念是由巴赫金的语言观点构成的，在这种观点中，它们是从话语、声音和语言的角度来考察的。对于每个班级的一名学生，我描述了一系列意义来源，并讨论了与每个班级的社会语言背景相关的异同。学生的曲目被证明包括情境和远端意义来源。