Students’ mathematical identity formations in a Swedish multilingual mathematics classroom
In this article I explore how students’ mathematical identities are formatted in a multilingual mathematics classroom. The study has been conducted in a group of ten multilingual Arabic and Swedish speaking students in grade eight and nine. In the article the focus is on two of the students. Students’ mathematical identity formations are effects of exercise of a variety of discourses available in the mathematics classroom. In discourses promoting multilingualism and social relations students’ possibilities to positively build upon opportunities in the mathematics classroom seem to enhance and identity formations as engaged mathematics learners is not an obstacle.
Eva Norén is PhD in mathematics education at Stockholm University, the Department of mathematics and science education, where she also teaches. Her research interest is in mathematics education related to multilingual and multicultural issues. She has been a teacher in primary school for many years and her practice as a teacher has inspired her to use ethnographic research methods, spending time in classrooms with students and teachers.