Meaning-making systems: A multimodal analysis of a Latinx student’s mathematical learning
Hector Morales Jr 1 , Kathryn B. Chval 2 , Joseph DiNapoli 3 * , Tara G. Pizzi 3
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1 Northeastern Illinois University, Chicago, IL, USA2 University of Illinois Chicago, Chicago, IL, USA3 Montclair State University, Montclair, NJ, USA* Corresponding Author

Abstract

This article discusses multimodal practices in the context of teaching and learning and how this idea might inform and facilitate mathematical learning, especially for Latinx students. We discuss qualitative data drawn from a study of an elementary bilingual classroom (age 10 and age 11) in a Midwestern city (USA) that is exceptional because the students successfully do high-level mathematics. We describe one class episode and one student’s use of multiple resources to create meaning. Through this we highlight the nature and relevance of multimodal practices for learning mathematics. This case highlights the necessity of creating environments, where students, especially those who have been historically excluded, use resources to make meaning and gain greater access to mathematics.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2024, Volume 19, Issue 2, Article No: em0773

https://doi.org/10.29333/iejme/14363

Publication date: 01 Apr 2024

Online publication date: 14 Mar 2024

Article Views: 705

Article Downloads: 197

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