Using Maltese meaning-related vocabulary for the topic 'equivalent fractions' in a bilingual Grade 6 classroom in Malta

Abstract

Mathematics education in Malta is frequently conducted through translanguaging with English and Maltese. In this paper I describe a design-based research study carried out in collaboration with a Grade 6 elementary teacher. The topic in question was Equivalent Fractions and the main thrust of the lessons was to heighten the teacher’s awareness of useful Maltese vocabulary for meaningmaking, to maximise student verbal participation, and to introduce the innovative idea of using Maltese for written mathematics texts. I provide excerpts of English / Maltese classroom interactions, using the illustrations to reflect on language-responsive pedagogy.