Educational Studies in Mathematics

, Volume 89, Issue 2, pp 167–184 | Cite as

Agency and positioning in a multilingual mathematics classroom

  • Eva Norén


This paper draws on data from a first grade multilingual mathematics classroom in Sweden. I explore how students’ agency is pronounced in the classroom that actually can be a site where mathematics reform-oriented pedagogy thrives and how the emphasis on language support in such classrooms can support reform-oriented pedagogy. I argue that the emphasis on reform-oriented pedagogy can support the learning of mathematics and a second language, simultaneously. By analysing discursive practices, I show how this supportive relationship operates alongside the on-going processes of normalisation whereby students’ mother tongues continue to be erased or ignored.


Mathematics Language-oriented Reform-oriented Foucault First grade classroom 



I would like to thank three anonymous reviewers and Paul Andrews for providing scientific guidance in the writing of this article.


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Copyright information

© Springer Science+Business Media Dordrecht 2015

Authors and Affiliations

  1. 1.Department of Mathematics and Science EducationStockholm UniversityStockholmSweden

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