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Translanguaging as an antidote to antiblackness in mathematics learning healing, negotiating, and reconstructing math identity and competence Tashon Diaz Haywood
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Diaz Haywood, Tashon, author.
- Language:
- English
- Subjects (All):
- Mathematics education.
- Linguistics.
- Educational leadership.
- Black studies.
- 0280.
- 0290.
- 0449.
- 0325.
- Local Subjects:
- Mathematics education.
- Linguistics.
- Educational leadership.
- Black studies.
- 0280.
- 0290.
- 0449.
- 0325.
- Genre:
- Academic theses
- Physical Description:
- 1 online resource (208 pages)
- Contained In:
- Dissertations Abstracts International 87-10A
- Place of Publication:
- Ann Arbor : ProQuest Dissertations and Theses, 2025
- Language Note:
- English
- Summary:
- While the math achievement gap has been the widely accepted and nearly unchallenged rhetoric to position Black students mathematically inferior to White students, the racialized experience of learning mathematics while Black has been ignored in the "gap gazing" of mathematics achievement for Black students (Gutierrez, 2008, p. 357; Martin, 2012). This study centered Critical Race Theory and BlackCrit theoretical frameworks to direct attention to how Black students learn mathematics "within their phenomenal Black realities" (Martin, 2012, pages 49). This research study examined the classroom discourse practices of a ninth-grade algebra class composed primarily of Black students. The study aimed to understand how using Black Language repertoire in whole-group and student-only discussions shaped students' engagement in mathematical practices and their mathematical identities. Drawing on ethnographic and case study methods, I grounded this study in a conceptual framework centered on a relationship between four areas of research: classroom discourse, mathematical practices, mathematical identity, and translanguaging. Data sources included video- and audio-recorded class observations, audio-recorded student pair and group discussions, teacher interviews, student focus groups, and field notes. This research offers insights into how a translanguaging math learning space can counter antiblackness in our math classrooms and positively shape students' mathematical identities. Through the teacher's intentionality in employing her Black Language repertoire to create a communal, healing-centered learning space, have her students attend to mathematical practices, and engage in productive disciplinary engagement, students could draw on their shared Black Language repertoire to engage in mathematical meaning-making. I critically investigated when the teacher did not take up the students' linguistic repertoire and to what extent this impacted the students and their engagement in mathematical meaning and practices. In student-only discussion groups, student-framed mathematical competence influenced student discourse, impacting student agency, accountability to each other, the math discipline, and engagement in mathematical norms and practices. In student-only discussion groups where student agency was unequally distributed due to the influence of student-framed competence on student discourse, students used their Black Language repertoire to enact agency, engage in mathematical practices, and reconstruct their mathematical competence with their student partners. In particular, this study demonstrates how the teacher and students leveraged Black Language repertoire as linguistic and cultural capital in mathematics learning to co-construct students' mathematical competence and negotiate students' mathematical identities. This study presents innovative perspectives on how language is utilized in a translanguaging math classroom to reposition and co-construct students' mathematical identities
- Notes:
- Source: Dissertations Abstracts International, Volume: 87-10, Section: A.
- Advisors: Ebby, Caroline B. Committee members: Flores, Nelson; Rymes, Betsy
- Ed.D. University of Pennsylvania 2025
- Vendor supplied data
- Local Notes:
- School code: 0175
- ISBN:
- 9798241639240
- Access Restriction:
- Restricted for use by site license
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