Abstract
Hybrid learning is predicted to be the future trajectory of mathematics education. It is therefore imperative that mathematics educators reflect on current teaching and learning practices in mathematics and establish practices that will support quality mathematical discourse, whether classes are delivered in-person, virtually, or via a combination of both. To gain an in-depth understanding of how face-to-face and online mathematical discourse unfolds in class, this study borrowed a theory from the discipline of communication called translanguaging. It is the fluid, dynamic, and creative use of an individual’s multilingual, multisemiotic, and multimodal repertoires as resources for communication and meaning-making. Guided by this lens, this multiple-case study investigated the resources constituting the translanguaging practices of Filipino multilingual teachers and students at the senior high school level as they engaged in mathematical discourse. Both face-to-face and online classes were observed, recorded, and transcribed using Mondada’s multimodal transcription convention. A multimodal conversation analysis was subsequently performed to identify emerging translanguaging practices. Results showed that multilingual, multisemiotic, and multimodal resources were present in both face-to-face and online mathematical discourse. The languages spoken in the two settings were similar, but there were differences in the multisemiotic and multimodal resources mobilized, such as the use of body language signals by teachers and students during face-to-face mathematical discourse and the use of virtual gestures during online mathematical discourse. The findings of this study could serve as a guide for identifying and leveraging the translanguaging capacities of teachers and students to help facilitate quality mathematical discourse in both environments.
Author Information
Maria Digi Anna Mance-Avila, Ateneo de Manila University, Philippines
Maria Alva Q. Aberin, Ateneo de Manila University, Philippiness
Paper Information
Conference: SEACE2025
Stream: Learning Experiences
This paper is part of the SEACE2025 Conference Proceedings (View)
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To cite this article:
Mance-Avila M., & Aberin M. (2025) Translanguaging Practices of Multilingual Teachers and Students During Face-to-Face and Online Mathematical Discourse: A Comparative Analysis ISSN: 2435-5240 The Southeast Asian Conference on Education 2025: Official Conference Proceedings (pp. 143-148) https://doi.org/10.22492/issn.2435-5240.2025.14
To link to this article: https://doi.org/10.22492/issn.2435-5240.2025.14
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