Students’ mathematical identity formations in a Swedish multilingual mathematics classroom
DOI:
https://doi.org/10.7146/nomad.v16i1-2.148393Abstract
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.
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