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Teachers’ use of language in multilingual mathematics classrooms during trouble-spots

El Mouhayar, Rabih (2021). Teachers’ use of language in multilingual mathematics classrooms during trouble-spots. Avances de Investigación en Educación Matemática, 19, pp. 21-38 .

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Resumen

Mathematics teaching in a foreign language may lead to discrimination for some learners specifically during trouble-spots that require the construction of shared-understanding. This research compares teacher-learner interaction in two classrooms of Lebanon where mathematics is taught in a foreign language. Eighteen lessons were recorded and transcribed, and utterances of teacher and learners were coded at the levels of: school; session; interlocutor; language use; move and function. Quantitative analysis of language use and qualitative illustrations of representative sequences are reported. The triadic dialogue as the dominant mode of interaction and the multilingual nature of language were found unique aspects of classroom teacher talk. Differences in the roles of language as a resource for meaning-making were also identified. Findings are discussed within sociocultural and ethnomethodological views of language as a medium to achieve mathematics teaching and learning.

Tipo de Registro:Artículo
Términos clave:03. Aula > Relaciones interpersonales > Profesor-estudiantes
12. Investigación e innovación en Educación Matemática > Metodologías > Análisis del discurso
12. Investigación e innovación en Educación Matemática > Marcos teóricos > Etnomatemática
12. Investigación e innovación en Educación Matemática > Fuentes de información > Grabaciones
Nivel Educativo:Educación Secundaria Básica (13-16 años)
Código ID:23760
Depositado Por:Valeria Maestre
Depositado En:15 Dic 2021 14:38
Fecha de Modificación Más Reciente:23 May 2022 18:26
Valoración:

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