Using the academic literacy in mathematics framework to uncover multiple aspects of activity during peer mathematical discussions

This paper illustrates how the academic literacy in mathematics framework (Moschkovich, J Math Behav 40:43–62, 2015) can be used to uncover the multiple layers of work bilingual learners accomplish during mathematical discussions. Using this framework allows researchers to examine students’ joint mathematical activity in terms of mathematical proficiency, mathematical practices, and mathematical discourse. The use of the framework is illustrated through analysis of two mathematical discussions among middle school students. We conclude with reflections on the utility of the framework and consider possible pedagogical implications of this work.