Embodied mathematical practices in (re)designing board games in a linguistically diverse classroom

• Published in: Pedagogies (Mahwah, N.J.) Vol. 18; no. 2; pp. 289 - 310
• Main Authors: Kim, Beaumie, Bastani, Reyhaneh, Takeuchi, Miwa A.
• Format: Journal Article
• Language: English
• Published: Philadelphia Routledge 03.04.2023; Taylor & Francis Ltd
• Subjects: Bilingual education; board games; Cooperative Learning; Design; Elementary School Students; embodiment; English as a second language; English language learners or emergent bilinguals; Foreign Countries; Game Based Learning; game design and redesign; Games; Grade 3; Grade 4; Immigrants; Interpersonal Communication; Language diversity; Limited English proficiency; Limited English Speaking; Mathematics; Mathematics education; Mathematics Instruction; Mathematics learning; Multicultural education; Pedagogy; Student Participation; Teaching Methods; Canada
• ISSN: 1554-480X; 1554-4818
• DOI: 10.1080/1554480X.2021.2013232

In this article, we discuss embodied mathematical practices in the context of learners' board game (re)design activities. By focusing on redesigning a board game as a pedagogical approach, rather than designing one from scratch, we intended to limit the vast creative design possibilities and engage learners more deeply with the discipline of mathematics. We conducted a design-based research project in a culturally and linguistically diverse Canadian school. Our video analysis identified embodied discourses wherein a student with limited English language proficiency came to be a designer of a board game, while meaningfully engaging in mathematics learning. Our findings demonstrate how the conversations between a newly arrived immigrant student and the teacher in the process of redesigning an existing board game helped the student fully participate in the classroom practice, maximizing the available cultural and linguistic resources.