Book: Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners

Hunter, Roberta; Civil, Marta; Herbel-Eisenmann, Beth; Planas, Núria; Wagner, David (Eds) (2018). Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners. Sense Publishers. ISBN 9789463512107

Chapter 1: Opening the space for all students to engage in mathematical practices within collaborative inquiry and argumentation

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…the need for teachers to understand possible barriers their diverse and marginalised students may encounter and know ways in which they can overcome them.

Mathematical talk and mathematical practices

From a sociocultural perspective Staples (2008) explains how interacting in collaborative discourse allows students to engage in the core practices of mathematics…

pg3

…[there is a] need for teachers to respond ” in the moment” to productive student moves which support their engagement in mathematical practices.

Teachers, as the more expert members of the community, take a significant role in constructing inclusive classrooms where respectful exchanges of ideas can occur.

pg 6

Putting the “Active” into active listening for collaborative support and sense-making of mathematical explanations

Central to all students being able to participate in mathematical talk is their need to feel safe and supported by members of the classroom community.