Document Type

Other

Publication Date

6-2020

Abstract

Syncretic literacy can link everyday and scientific concepts in student learning. In this paper we describe the design and implementation of a curricular unit in a bilingual middle school science class developed to help students link everyday conceptions, conceptions from math, science, and computer science, and their own broad linguistic repertoires to support syncretic literacy in modeling and statistics in a unit on post-Hurricane Maria outmigration from Puerto Rico. The unit invited students to use printed maps, physical objects, computer code, and simulations to explore concepts such as percentages and scientific models, framed by an approach from translanguaging pedagogy. Qualitative study showed that this approach supported students to engage productively in the tensions between scientific and everyday conceptions as described in Gutiérrez (2014), while using language resources from across communities and disciplines.

Comments

This is a version of conference proceedings which were published in the following location: Radke, S. C., Vogel, S., Hoadley, C., & Ma, J. (2020). Representing Percents and Personas: Designing Syncretic Curricula for Modeling and Statistical Reasoning. The Interdisciplinarity of the Learning Sciences: Conference Proceedings, 3, 1365–1372.

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.