Number words in ‘her’ language, dialogism and identity-work: the case of little Mariah

Anna Chronaki, Georgia Mountzouri, Maria Zaharaki, Núria Planas

Research output: Contribution to journalArticleResearchpeer-review


© 2016 Informa UK Limited, trading as Taylor & Francis Group. Based on an ethnographic study, we explore the potential of experimenting with multiple languages for number words as part of young children’s mathematical activity. Data from a preschool classroom activity on ‘number words in “other” languages’ exemplify a complex process of discursive identity-work and dialogism amongst children, parents, teacher, and researchers. The focus is on the case of little Mariah, a Pakistani immigrant girl in Greece, who experiences participation by sharing number knowledge in her mother tongue Urdu, and highlights how gendered, racial, or language-related discourses weave her learner identity in a multilingual preschool classroom.
Original languageEnglish
Pages (from-to)352-362
JournalIntercultural Education
Issue number4
Publication statusPublished - 3 Jul 2016


  • dialogism
  • discursive identity-work
  • early number
  • Mathematics education
  • multilingual classroom


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