Analyzing classroom discourse in social justice mathematical modeling contexts

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education Pub Date : 2025-07-01 DOI:10.1016/j.linged.2025.101446

Hong Zhang , Hyunyi Jung , Kayla Sutcliffe , Hongze Zhu , Sangyeon Park

{"title":"Analyzing classroom discourse in social justice mathematical modeling contexts","authors":"Hong Zhang , Hyunyi Jung , Kayla Sutcliffe , Hongze Zhu , Sangyeon Park","doi":"10.1016/j.linged.2025.101446","DOIUrl":null,"url":null,"abstract":"<div><div>Research has extensively examined classroom discourse structures and functions in mathematics education; however, it remains under-investigated how classroom discourse unfolds in social justice mathematical modeling (SJMM) context. Our study investigated the discursive interactions between students and an instructor during a SJMM module implementation with upper elementary and middle school students. Using systemic functional linguistics (SFL)-informed Eggins and Slade’s (2006) discourse framework (E&S Framework), we analyzed 221 turns of classroom discourse during a 75-minute session. Our findings reveal module design and instructor discourse can collaboratively foster a supportive learning environment that enhances student agency and amplifies diverse student voices in mathematical discussions, while illuminating the intersection of mathematical reasoning and social justice consciousness. Our study hopes to make dual contributions to linguistics and education: extending E&S Framework to the new SJMM context while identifying evidence-based discourse strategies to enhance mathematics instruction through effective classroom dialogue.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101446"},"PeriodicalIF":1.6000,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistics and Education","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0898589825000634","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Research has extensively examined classroom discourse structures and functions in mathematics education; however, it remains under-investigated how classroom discourse unfolds in social justice mathematical modeling (SJMM) context. Our study investigated the discursive interactions between students and an instructor during a SJMM module implementation with upper elementary and middle school students. Using systemic functional linguistics (SFL)-informed Eggins and Slade’s (2006) discourse framework (E&S Framework), we analyzed 221 turns of classroom discourse during a 75-minute session. Our findings reveal module design and instructor discourse can collaboratively foster a supportive learning environment that enhances student agency and amplifies diverse student voices in mathematical discussions, while illuminating the intersection of mathematical reasoning and social justice consciousness. Our study hopes to make dual contributions to linguistics and education: extending E&S Framework to the new SJMM context while identifying evidence-based discourse strategies to enhance mathematics instruction through effective classroom dialogue.

查看原文本刊更多论文

社会正义数学模型情境下的课堂话语分析

研究广泛考察了数学教育中的课堂话语结构和功能；然而，课堂话语如何在社会正义数学建模（SJMM）的背景下展开，仍有待研究。本研究以中小学生为研究对象，探讨学生与教师在实施SJMM模块过程中的话语互动。使用系统功能语言学（SFL）为基础的Eggins和Slade（2006）的话语框架（E&；S框架），我们分析了75分钟课堂话语的221次转换。我们的研究结果表明，模块设计和教师话语可以共同营造一个支持性的学习环境，增强学生的能动性，放大学生在数学讨论中的不同声音，同时阐明数学推理和社会正义意识的交集。我们的研究希望对语言学和教育做出双重贡献：将E&；S框架扩展到新的SJMM语境中，同时确定循证话语策略，通过有效的课堂对话来加强数学教学。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Linguistics and Education Multiple-

CiteScore

2.80

自引率

12.50%

发文量

期刊介绍： Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.