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Immigrant students’ experiences of (Re)producing school mathematics in home-School transitions: epistemological positioning
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM). (Literacy and Inclusive Teaching (LIT) and Malmö Institute for Studies of Migration, Diversity and Welfare (MIM))ORCID iD: 0000-0002-9610-3682
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM). Malmö University, Disciplinary literacy and inclusive teaching. (Literacy and Inclusive Teaching (LIT) and Malmö Institute for Studies of Migration, Diversity and Welfare (MIM))ORCID iD: 0000-0002-8012-6310
2024 (English)In: Research in Mathematics Education, ISSN 1754-0178, p. 1-20, article id https://doi.org/10.1080/14794802.2024.2401484Article in journal (Refereed) Epub ahead of print
Abstract [en]

School mathematics is not universal. It produces and is produced by social norms. What is considered as normatively appropriate school mathematics may vary when immigrant students (re)produce school mathematics in transitions between school mathematical practices at home and at school. In this study, one group of primary school students and two groups of secondary school students were interviewed to investigate their experiences with school mathematics in transitions. In contrast to some previous studies, the present study reveals instances where students positioned their parents as mathematically knowledgeable. To some students, it was important to know mathematical concepts in the mother tongue to be positioned as knowledgeable in mathematical conversations at home. This suggests that pedagogical practices should not only facilitate the transition of students’ everyday experiences into mathematics classrooms but also explore how school mathematics can be transitioned out of school, particularly considering transnationalities where ways of knowing transcend national boundaries.

Place, publisher, year, edition, pages
Taylor & Francis, 2024. p. 1-20, article id https://doi.org/10.1080/14794802.2024.2401484
Keywords [en]
immigrant students, mathematics, transitions
National Category
Didactics
Research subject
Mathematics education
Identifiers
URN: urn:nbn:se:mau:diva-71292DOI: 10.1080/14794802.2024.2401484ISI: 001313461900001Scopus ID: 2-s2.0-85204093349OAI: oai:DiVA.org:mau-71292DiVA, id: diva2:1899577
Projects
Literacy and Inclusive Teaching (LIT)Malmö Institute for Studies of Migration, Diversity and Welfare (MIM)
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Malmö UniversityAvailable from: 2024-09-20 Created: 2024-09-20 Last updated: 2024-12-10Bibliographically approved

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Ryan, UlrikaSvensson Källberg, Petra

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Department of Natural Science, Mathematics and Society (NMS)Disciplinary literacy and inclusive teachingMalmö Institute for Studies of Migration, Diversity and Welfare (MIM)
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