Teaching and learning Mathematics using a translanguaging approach: Implications for productive STEM instruction

Abstract

In multilingual classrooms in the Philippines, particularly in content-based subjects, language often serves as both a tool and a barrier to learning. This study explored the communicative functions of translanguaging used by teachers and students in Senior High School, Mindanao State UniversityGeneral Santos Campus (MSU-GSC). Data were gathered through interviews with two mathematics teachers and a focus group discussion with students. The analysis revealed that teachers employed Cebuano and Filipino alongside English to explain complex concepts, translate mathematical terms, and promote classroom interaction. For students, translanguaging facilitated clearer expression of ideas, encouraged them to ask questions confidently, and fostered collaboration. The study concludes that translanguaging is an effective pedagogical approach in teaching mathematics in multilingual classrooms, enhancing comprehension while fostering inclusivity. Moreover, it reinforces meaningful teaching and learning of STEM subjects by creating an interactive learning space where students feel empowered to engage, participate, and express their ideas confidently.