Chapter 3: Bilingual Students Using Two Languages During Peer Mathematics Discussions: ¿Qué Significa? Estudiantes Bilingües Usando Dos Idiomas en sus Discusiones Matemáticas: What Does it Mean?
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Published:2011
William Zahner, Judit Moschkovich, 2011. "Bilingual Students Using Two Languages During Peer Mathematics Discussions: ¿Qué Significa? Estudiantes Bilingües Usando Dos Idiomas en sus Discusiones Matemáticas: What Does it Mean?", Latinos/as and Mathematics Education: Research on Learning and Teaching in Classrooms and Communities, Kip Télle, Judit Moschkovich, Marta Civil
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On a typical Wednesday morning in Ms. B’s sixth-grade mathematics class in a dual-immersion bilingual school located in California,1 a group of six students were sitting at their table and working on percentage problems from a worksheet. Claudia, Amber, and Francisco disagreed over their answer to the exercise (see Figure 3.1), and they asked Ms. B for help. Claudia thought the answer should be 75%, while Amber and Francisco thought it was 33%. Claudia ultimately prevailed in the debate when the teacher verified her answer. Francisco was still not sure how his group-mates had obtained 75% from the fraction , and he asked for more help. The group’s discussion is presented in Excerpt 3.1.
