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Teachers’ views on the acceptability and implementation of the Incredible Years ® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial
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The influence of private agents in high school reform ; La influencia de los agentes privados en la reforma de la escuela secundaria ; A influência dos agentes privados na reforma do Ensino Médio
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In: Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e023 ; Ensino em Re-Vista; v. 29 (2022): Publicação Contínua; e023 ; 1983-1730 ; 0104-3757 (2022)
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| 43 |
Dialectical behavior therapy skills training for emotional problem solving for adolescents (DBT STEPS-A) in urban school contexts: a mixed methods study
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| 44 |
Oral language of school-aged children born pretermaturely: a population-based analysis from Madeira Island, Portugal
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Texto literário infantil : a compreensão da leitura e da linguagem literária ; Children's literary text : reading comprehension and literary language
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Children’s negotiation of meanings about geometric shapes and their properties in a New Zealand multilingual primary classroom
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Abstract:
New Zealand is a nation of superdiversity in terms of ethnicities and languages spoken. This superdiversity is reflected in New Zealand multilingual classrooms. In the New Zealand primary school mathematics curriculum, the teaching and learning of early geometry focuses on recognising and understanding shapes, their properties, and symmetries, and on describing the position and movement of shapes. The Achievement Objectives suggest that the children at Curriculum Level 3, which roughly translates to Year 5/6 (9 to 11-year-old), are expected to identify, describe, and classify two-dimensional (2D) and three-dimensional (3D) shapes by spatial features. Acknowledging the multilingual context of a New Zealand classroom, this study investigated how children negotiate their meanings about 2D shapes, 3D shapes, and their properties as they engage in whole-class and/or group interactions in a New Zealand primary classroom. Accordingly, following research questions (RQ) guided this study: 1. What discursive constructions do 9 to 11-year-old children use to represent their understanding of 2D shapes, 3D shapes, and their properties in a New Zealand multilingual primary classroom? 2. How do 9 to 11-year-old children interact to construct their understanding of 2D shapes, 3D shapes, and their properties in a New Zealand multilingual primary classroom? 3. What characteristics of dialogic space influence 9 to 11-year-old children’s negotiation of meanings about 2D shapes, 3D shapes, and their properties in a New Zealand multilingual primary classroom? A qualitative study informed by the Discursive Psychology perspective (Edwards & Potter, 1992) within the Critical Inquiry research paradigm was undertaken. Edwards and Potter (1992) argue that language-in-use is construed as an action in itself and, as a result, knowledge is taken as situated and constructed through language-in-use as people interact. Bakhtin’s (1981) Dialogic Theory and Garfinkel’s (1967) Ethnomethodology informed the theoretical framework of this study. Data were gathered from a Year 5/6 classroom in a New Zealand English-medium school. The participants were fifteen children (nine multilingual, six monolingual) and their mathematics teacher. Six geometry lessons on shapes and their properties were observed and audiovisually recorded. Additional data were gathered from a variety of sources, including semi-structured teacher interviews, four focus group interviews with children, a short questionnaire filled by the parents, children’s work samples, and teacher’s unit plan. Data from different sources allowed me to establish the reliability and validity of the findings. Data were analysed in three phases: thematic analysis, micro-level analysis, and macro-level analysis. Five themes were identified from thematic analysis of data to explore the discursive constructions that the children used to represent their understanding of shapes and their properties (RQ1). These themes are: (i) making sense of 2D shapes, (ii) making sense of 3D shapes, (iii) relating 2D shapes with 3D shapes, (iv) mathematical construct of dimension, and (v) naming shapes in Te Reo Māori (the Indigenous language of New Zealand). For the purpose of managing and presenting analysis, two Key Moments within each of the five themes were identified for further analysis at the micro-level and macro-level. For the micro-level analysis, I used selected Conversation Analysis (Schegloff & Sacks, 1973) techniques to explore what is said and how it is said (RQ2). Based on the micro-level analysis findings, the macro-level analysis was conducted using Bakhtinian concepts of speech genres, discourses, heteroglossia and unitary language, double-voicedness, and chronotopes to explore the characteristics of dialogic space that influence children’s negotiations of meanings about shapes and their properties (RQ3). The study reveals four novel findings. First, the analogy of “flat vs fat” may not be useful in developing children’s geometric understanding of dimension. Second, the study indicates that multilingual children use prosodic repertoires from their multiple languages as they engage in whole-class or group interactions, and these prosodic repertoires may be interpreted differently by monolingual English-speaking children. Third, the study reveals the presence of several speech genres available to teachers and children within the dialogic space of a multilingual classroom. Fourth, the study shows that multiple meanings could be drawn out for each utterance, and the meaning of an utterance is dependent not only upon the interaction of unitary language and heteroglossia between the discourses but within the discourse as well. The findings of this study suggest, first, that a comprehensive definition of dimension needs to be included in the school curriculum. Second, teachers may benefit from learning about prosodic features that multilingual children may use to show their confidence or doubt about their learning, along with several speech genres available within the dialogic space. Several ideas for further research in the mathematics education field with a focus on developing an understanding of geometry concepts such as dimension are also suggested. Overall, the study highlighted the need for teachers and teacher educators to recognise subtle yet powerful aspects of language use that influence children’s negotiation of meanings about geometric ideas as children engage in classroom interactions.
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Keyword:
Āhua; Āhuahanga; Ako; Bakhtin; Bilingualism in children -- New Zealand -- Psychology; Conversation analysis; Elementary school teachers -- New Zealand -- Attitudes; Geometry; Geometry -- Study and teaching (Primary) -- New Zealand; Kura tuatahi; Learning; Mathematics -- Study and teaching (Primary) -- New Zealand; Multilingual; Primary school; Psycholinguistics -- New Zealand; Psychology of; Reorua; School children -- New Zealand -- Attitudes; Shapes -- Study and teaching (Primary) -- New Zealand; Whakamātau hinengaro
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URL: https://hdl.handle.net/10289/14752
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| 47 |
Verhaltenswirkungen von Lesbarkeit und einer Fremdsprache im Management Reporting: Experimentelle Studien
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| 49 |
Preventing Emotional Dysregulation: Acceptability and Preliminary Effectiveness of a DBT Skills Training Program for Adolescents in the Spanish School System
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Relatório de estágio para obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
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Weimar Sociologists: a practice of emergency ; Sociólogos de Weimar: una práctica de emergencia
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In: Historische Soziologie; Bd. 11 Nr. 2 (2021): El gran salto adelante de la China del Siglo XXI; 433-468 ; Historical Sociology; Vol. 11 No. 2 (2021): El gran salto adelante de la China del Siglo XXI; 433-468 ; Sociología Histórica; Vol. 11 Núm. 2 (2021): El gran salto adelante de la China del Siglo XXI; 433-468 ; Sociologie Historique; Vol. 11 No 2 (2021): El gran salto adelante de la China del Siglo XXI; 433-468 ; 2255-3851 (2022)
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The Critical Workshop: Writing Revision and Critical Pedagogy in the Middle School Classroom
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In: Doctoral Dissertations (2022)
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Alfabetización mediática crítica para mejorar la competencia del alumnado
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 70, 2022 (Ejemplar dedicado a: Nuevos retos del profesorado ante la enseñanza digital), pags. 47-57 (2022)
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Percepción de las familias sobre el desempeño escolar durante el confinamiento por COVID-19
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 70, 2022 (Ejemplar dedicado a: Nuevos retos del profesorado ante la enseñanza digital), pags. 59-68 (2022)
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| 55 |
Teacher-made tests on Bahasa Indonesia subject for school examinations in public vocational high school of Bengkulu province
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 136-148 (2022) (2022)
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| 56 |
Comparing Narrative Abilities of Monolingual and Dual-Language Learning Students At-Risk for Language and Literacy Disability
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In: All Graduate Theses and Dissertations (2022)
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Breaking Down Barriers: A Culturally Responsive Career Development Intervention with Racially Minoritized Girls of Color
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In: Journal of College Access (2022)
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“I Was Going to Work Full-Time at Roses Department Store”: The Need for College Readiness with Black and Latinx Students
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In: Journal of College Access (2022)
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The metaphorization of the senses in the appointment of school education in times of pandemic ; A metaforização dos sentidos na nomeação do ensino escolar em tempo de pandemia
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In: Entrepalavras; v. 11, n. 3 (11): Linguagem e Tecnologia; 451-465 (2022)
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Early Exposure to Bilingualism and Subsequent School Trajectories
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In: ISSN: 0035-2969 ; EISSN: 1958-5691 ; Revue française de sociologie ; https://hal.archives-ouvertes.fr/hal-03600749 ; Revue française de sociologie, Presse de Sciences Po / Centre National de la Recherche Scientifique, 2021, 62 (2), pp.283-318. ⟨10.3917/rfs.622.0283⟩ ; https://www.cairn.info/revue-francaise-de-sociologie-2021-2-page-283.htm (2021)
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