M433

Classroom discussions—dialogic interactions in which the ideas of students and teachers are collectively shared and developed—can increase student learning in mathematics classrooms. Yet, multilingual students in US schools often experience mathematics classrooms where most talk is teacher-led lecture. In this seminar, I will report on results from a five-year design research intervention in linguistically diverse 9th grade mathematics classrooms in the US-Mexico border region. Our goal was to promote student participation in dialogic interactions. I will 1) Outline the design framework, 2) Describe the design principles that were developed in the course of the research, and 3) Present key qualitative and quantitiave findings from the research. I will close with a discussion of how language policies and language ideologies shape the quality of student participation in classroom discussions, and consider future directions for work in this area of investigation.

Professor Dr. William Zahner

San Diego State University