Mathematical Texts, Alterity and the Expropriation of Mathematical Discourse in Second Language Mathematics Classrooms

Abstract

In this chapter, I report an analysis of the interaction of two grade 6 students in a second-language mathematics classroom in Canada. The two students are of indigenous heritage and attend an English-medium public school. The interaction arose during their work with the researcher on a textbook word problem about time zones. The analysis draws on Bakthin’s theory of language, including his notion of centripetal and centrifugal language forces, dialogue and otherness in language. Previous analysis has documented the nature of the language tensions in this class. In this chapter, I examine the unfolding intertextual processes through which the two students make sense of the word problem, come up with a solution and write out their solution, and demonstrate how, in the process, the word problem text mediates the prevailing language tensions.