- Margarida César
- Psychologist; retired full professor, Universidade de Lisboa, Portugal
- GAS Journal of Education and Literature (GASJEL)
Migrations have
increased in the last decades, particularly in Europe, bringing new challenges
to schools and societies. In Portugal, despite the Constitution (Assembleia da
República, 2005) that claims equal rights for everyone, gender and racial
discriminations still exist. César and Machado (2024, submitted, in
preparation) illuminated that the mother language (L1) shaped how pupils do and
learn Mathematics. Pupils who participate in Cape Verdean culture and whose L1
is Creole prefer a global approach, spatial or geometric reasoning (Battista,
2007), and graphic representation solving strategies, usually not accepted at
school – a subtle form of exclusion. Thus, they feel powerless and act as
peripheral participants (César, 2009; Lave & Wenger, 1991). César (2009,
2013a, 2013b) showed that collaborative and dialogical work was effective to
empower pupils from vulnerable minorities. Using inter-empowerment mechanisms,
exploring different mathematical reasoning, and solving strategies, and
developing bi-univocal cultural mediation (César, 2017; César & Machado,
2024) promoted pupils’ empowerment, and learning. The Interaction and Knowledge
(IK) project lasted 12 years and had a 10-year-follow-up. We focus on data from
the action-research projects, including 69 Mathematics teacher/researchers, and
around 600 classes. The triangulation of sources, data collecting instruments,
researchers, and theories were used as quality criteria. Data treatment and
analysis were based on a narrative content analysis (Clandinin & Connelly,
1998). Some examples illuminate that changing the first week of classes and
using personal performance shapers (PPS) to decide about the first dyads, were
essential to empower pupils, and to increase their learning. Implicit messages
and inter-empowerment mechanisms also played an important role. Collaborative
and dialogical class work and research were important features to increase
pupils’ empowerment, self-esteem, resilience, and school performances. These
results were more striking when schools used bi-univocal cultural mediation.
Keywords: mathematics education, language (L1), collaborative and dialogical work, inter- and intra-empowerment mechanisms, life trajectories of participation, bi-univocal cultural mediation, personal performance shapers (PPS)