Journal Articles
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Articles. Typically the realization of research papers reporting original research findings published in a journal issue. (URI: http://purl.org/coar/resource_type/c_6501) Item types include:
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Browsing Journal Articles by Subject "Education"
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Item Appraising lexical bundles in mathematics classroom discourse: obligation and choice(Springer Verlag, 2010) Herbel-Eisenmann, Beth; Wagner, DavidWorking from a large corpus of transcripts from secondary mathematics classrooms, we identify patterns of speech that encode interpersonal positioning. We extend our analysis from a previous article (Herbel-Eisenmann, Wagner & Cortes, in review), in which we introduced a concept from corpus linguistics – a “lexical bundle,” which has been defined as a group of three or more words that frequently recur together, in a single group, in a particular register. In that article we noted the prevalence of pervasive stance bundles unique to the mathematics classroom register. Because stance bundles communicate personal feelings, attitudes and values, we noted the importance of positioning in mathematics classrooms. In this article, we interpret the stance bundles as they relate to authority in mathematics classrooms by organizing them into groups that relate to the ways in which students are assumed to have choice in the discourse and to have obligations. Gradations of obligation and choice are important because they can help mathematics educators think about the ways in which they might open up or close down discourse in the classroom. We argue that it is important for university researchers, classroom teachers and even mathematics students to engage in conversations about issues of authority, as they relate to developing mathematical understanding in their classroom discourse.Item Becoming a transformative vice-principal in culturally and linguistically rich diverse schools: “Pace yourself. It’s a marathon, not a sprint”(Emerald Insight, 2017) Hamm, LylePurpose: The purpose of this paper is to examine the leadership role(s) of vice-principals in diverse, multi-ethnic schools and communities and understand the supervision and mentoring support they require to help them become more effective leaders within them. The research questions guiding this study were: what forms of mentoring do vice-principals, who serve in diverse schools in rapidly changing communities, require? Who is in the best position to provide mentoring for them? Design/methodology/approach: The author used a qualitative case study methodology. Data that were analyzed for this paper were drawn from surveys, semi-structured interviews, one focus group interview and school and community documents from three data sets within two case studies in Canada. The first data set was part of the author’s doctoral research program in a diverse school in Alberta; the other case study was part of a larger collective case study that the author is currently involved with and leading in New Brunswick. Several vice-principals were part of both studies. The author then constructed a survey questionnaire specifically focused on mentoring vice-principals in diverse schools. Vice-principals in both provinces, who were part of the two studies, were invited to respond to the follow-up survey. Using a constant comparative analytical approach, the author coded and analyzed the data from all three sets together. The author formed several categories and ultimately collapsed the categories into five distinct themes that illustrated and confirmed the social realities of the vice-principals in their schools and communities. Findings: Five key findings emerged from the analysis of the data sets. They were building leadership capacity, fostering positive relationships, increasing global awareness, reducing stress and anxiety and becoming a diversity champion and peace-builder. Originality/value: To this researcher’s knowledge, this paper contributes to a significant gap in the literature on vice-principals who serve in diverse schools and communities.Item Behind the door: a critical look at the process of publication in Educational Studies in Mathematics(Springer Nature, 2019) Mesa, Vilma; Wagner, DavidTo commemorate the 100th volume of Educational Studies in Mathematics (ESM) we invited all past and current editors to reflect on the journal’s trends and internal processes. We complemented these discussions with comparisons of submitted and published manuscripts by countries of submitting authors. We found disparities in representation of articles from different countries and various attempts editors use to address such disparities. The analysis of internal editorial processes illustrates how editorial autonomy is exerted and raises questions about the necessity for higher editorial accountability, while maintaining the necessity of independent scientific judgment. We close the article with an open invitation to take up important questions about publication processes and their connection to the scholarship that is valued.Item Co-producing Digital Archives with 2LGBTQ+ Atlantic Canadian Youth amidst the COVID-19 Pandemic(Emerald Publishing Limited, 2021) Burkholder, Casey; MacEntee, Katie; Mandrona, April; Thorpe, AmeliaPurpose: We explore the co-production of a digital archive with 50 2SLGBTQ+ youth across Atlantic Canada during the COVID-19 pandemic in order to catalyze broader public participation in understanding 2SLGBTQ+ youth-led activism in this place and time through art production. Design/methodology/approach: Through a mail-based participatory visual research project, and an examination of collage, zines, and DIY facemasks, we highlight how the production, sharing, and archiving of youth-produced art adds to methodological discussions of exhibiting and digital archiving with 2SLGBTQ+ youth as a form of activist intervention. Findings: In reflexively examining the co-curation of our art through social media and project website, we argue that co-producing digital archives is an important part of knowledge mobilization. Also, we consider how the work has been interacted with by a broader public, so far in an exclusively celebratory manner, and note the benefits and challenges of this type of engagement to the youth and to our understandings of 2SLGBTQ+ youth archives. Originality: We suggest that these modes of engaging in participatory visual research at a distance offers original contributions in relation to how participation can be understood in a digital and mail-based project. We see participant-control of how to share our works within our digital archives as a contribution to our understanding of people’s capacity to negotiate and take ownership of these spaces. These strategies are participant-centred and suggest ways that archiving can be made more accessible especially when working with communities who are socially marginalized or otherwise excluded from the archival process.Item Discursive Authority and Sociocultural Positioning in the Mathematics Classroom: New Directions for Teacher Professional Development(Taylor & Francis, 2012) de Freitas, Elizabeth; Esmonde, Indigo; Wagner, David; Knipping, Christine; Lunney Borden, Lisa; Reid, DavidThis article discusses findings from a two-day teacher conference focusing on discursive authority and socio-cultural positioning in mathematics classrooms. The conference was designed to study how research on classroom discourse could be transformed into effective professional development activities. We describe how the focus on discourse, positioning and authority was operationalized and made pragmatic for the teachers by focusing very closely on specific language use in classrooms. For each of the six workshops of the conference, we outline the goal of the workshop, the activities that were structured to reach those goals, and the theoretical constructs that were introduced to the teacher participants. We then draw on (1) transcripts of video and audio recordings, (2) material produced by the teachers, and (3) survey data, to discuss how these theoretical constructs were taken up and leveraged by participants as a means of reflecting on their own and other’s practice.Item Facing the Mathematics: Students’ Critical Awareness of the Elusiveness of Mathematical Objects(Taylor & Francis, 2011) Wagner, DavidWhat happens when mathematics students are invited to ask questions and make observations about the way discourse works in their classroom? This article describes my extended conversation with a high school mathematics class about a phenomenon that caught the attention of two girls in the class. Together we observed and reflected on the direction of one’s gaze during mathematics conversations. This discussion came about while I co-taught this class, prompting the students daily to become more aware of their language practices in class. This ‘critical language awareness’ effort aimed to address inequities in power relations within the classroom discourse by inviting student perspectives and resulted in drawing two students’ attention to the power of symbols.Item Identifying authority structures in mathematics classroom discourse -- a case of a teacher's early experience in a new context(Springer Verlag, 2014) Wagner, David; Herbel-Eisenmann, BethWe explore a conceptual frame for analyzing mathematics classroom discourse to understand the way authority is at work. This case study of a teacher moving from a school where he is known to a new setting offers us the opportunity to explore the use of the conceptual frame as a tool for understanding how language practice and authority relate in a mathematics classroom. This case study illuminates the challenges of establishing disciplinary authority in a new context while also developing the students’ sense of authority within the discipline. To analyze the communication in the teacher’s grade 12 class in the first school and grade 9 class early in the year at the new school, we use the four categories of positioning drawn from our earlier analysis of pervasive language patterns in mathematics classrooms—personal authority, discourse as authority, discursive inevitability, and personal latitude.Item Language and communication in mathematics education: an overview of research in the field(Springer Verlag, 2014) Morgan, Candia; Craig, Tracy; Schuette, Marcus; Wagner, DavidWithin the field of mathematics education, the central role language plays in the learning, teaching, and doing of mathematics is increasingly recognised, but there is not agreement about what this role (or these roles) might be or even about what the term ‘language’ itself encompasses. In this issue of ZDM, we have compiled a collection of scholarship on language in mathematics education research, representing a range of approaches to the topic. In this survey paper, we outline a categorisation of ways of conceiving of language and its relevance to mathematics education, the theoretical resources drawn upon to systematise these conceptions, and the methodological approaches employed by researchers. We identify four broad areas of concern in mathematics education that are addressed by language-oriented research: analysis of the development of students’ mathematical knowledge; understanding the shaping of mathematical activity; understanding processes of teaching and learning in relation to other social interactions; and multilingual contexts. A further area of concern that has not yet received substantial attention within mathematics education research is the development of the linguistic competencies and knowledge required for participation in mathematical practices. We also discuss methodological issues raised by the dominance of English within the international research community and suggest some implications for researchers, editors and publishers.Item Le modèle ÉCRI à l’intermédiaire (Part 2) : Écriture cohérente et raisonnée en immersionDicks, Joseph; Kristmanson, PaulaLe modèle ÉCRI (écriture cohérente et raisonnée en immersion) a été développé lors d'un projet de recherche sur les pratiques exemplaires d'enseignement de l'écriture en immersion française. Ce modèle s'appuie donc sur les résultats de la recherche actuelle sur les meilleurs pratiques d'enseignement de l'écriture en salle de classe. Le modèle ÉCRI comprend cinq phases d'enseignement ainsi que des activités d'appui qui s'effectuent tout au long du processus. Le modèle est basé sur les principes de la pédagogie par projet et de la littératie équilibrée, permettant ainsi des liens entre la lecture, l'écriture et l'expression orale. Le modèle ÉCRI offre les échafaudages nécessaires aux élèves lors de l'écriture tout en favorisant une autonomie grandissante.Item Lexical bundle analysis in mathematics classroom discourse: The significance of stance(Springer Verlag, 2010) Herbel-Eisenmann, Beth; Wagner, David; Cortes, VivianaIn this article, we introduce the lexical bundle, defined by corpus linguists as a group of three or more words that frequently recur together, in a single group, in a particular register (Biber, Johansson, Leech, Conrad, & Finegan, 2006; Cortes, English for Specific Purposes 23:397–423, 2004). Attention to lexical bundles helps to explore hegemonic practices in mathematics classrooms because lexical bundles play an important role in structuring discourse and are often treated as “common sense” ways of interacting. We narrow our findings and discussion to a particular type of lexical bundle (called a “stance bundle” or bundles that relate to feelings, attitudes, value judgments, or assessments) because it was the most significant type found. Through comparing our corpus from secondary mathematics classrooms with two other corpora (one from university classrooms (not including mathematics classrooms) and one from conversations), we show that most of the stance bundles were particular to secondary mathematics classrooms. The stance bundles are interpreted through the lens of interpersonal positioning, drawing on ideas from systemic functional linguistics. We conclude by suggesting additional research that might be done, discussing limitations of this work, and pointing out that the findings warrant further attention to interpersonal positioning in mathematics classrooms.Item Opening mathematics texts: resisting the seduction(Springer Verlag, 2012) Wagner, DavidThis analysis of the writing in a grade 7 mathematics textbook distinguishes between closed texts and open texts, which acknowledge multiple possibilities. I use tools that have recently been applied in mathematics contexts, focussing on grammatical features that include personal pronouns, modality, and types of imperatives, as well as on accompanying structural elements such as photographs and the number of possibilities presented. I extend this discussion to show how even texts that appear open can seduce readers into feeling dialogue while actually leading them down a narrow path. This phenomenon points to the normalizing power of curriculum. For this analysis and reflection I draw on mathematics textbook material that I wrote as an alternative to normalizing text. I identify myself as a self-critical author and invite readers to be critical of their reading and writing of mathematics texts.Item Students' Language Repertoires for Prediction(University of Montana, 2015) Wagner, David; Dicks, Joseph; Kristmanson, PaulaCommunication about prediction is complex in a number of ways. First, language is by nature recursive — language is an indicator of meaning as well as a force that shapes meaning. Second, the same language used to communicate prediction in uncertain environments is used for other purposes. In this article, we describe how the recursive nature of language impacted the choices we made in a cross-sectional longitudinal study aimed at gaining insight into children’s language repertoires relating to conjecture. We then explore some Grade 6 students’ communication about prediction to develop insight into their meaning and meaning-making with prediction language. From this we raise questions about interpreting data from such contexts. Finally, we discuss implications for educators.Item The Case for Early French Immersion: A Response to J. Douglas Willms(2008) Dicks, JosephItem The relationship between language and thought: Exploring Vygotsky and sociocultural approaches to second language research.(University of New Brunswick, 2013) Culligan, KarlaThis article introduces Vygotsky’s sociocultural approach to mind by reviewing two key interrelated themes taken from his work, namely, the social nature and origins of individual higher mental functions and the role of cultural tools as mediational means. Particular attention is given to language throughout the discussion, as language was of primary concern to Vygotsky and it also provides the link to second language research. Ways of viewing second language learning through a sociocultural lens are considered, with emphasis on a broadened view of the zone of proximal development and the notion of collaborative dialogue. The article points toward ways in which sociocultural approaches offer new and expanded methods of conducting and interpreting research in second language education.Item Violence in un-rooted mathematics(FLM Publishing Association, 2016) Abtahi, Yasmine; Wagner, DavidItem Warm Bodies Using Cold Mathematics(Faculty of Education, University of New Brunswick, 2011) Wagner, David