Acquérir les gestes qu’il faut: les mathématiques scolaires comme interaction et savoir-faire
(2019) AREF 2019- Abstract
- The paper presents the synthesis of a series of studies on support measures for pupils with additional languages in Sweden, with a particular focus on the consequences of language support measures for teaching and learning school mathematics. The analysis identifies several critical aspects in mathematics teaching when the pupils transition from one school system to another, and particularly when they do not yet have a shared language to communicate among each other or with their teachers. Three aspects with relevance to language support will be discussed and illustrated with examples from the studies: the notion of mathematics as a formal language; the notion of levels and absolute progression in mathematics; the notion that learning... (More)
- The paper presents the synthesis of a series of studies on support measures for pupils with additional languages in Sweden, with a particular focus on the consequences of language support measures for teaching and learning school mathematics. The analysis identifies several critical aspects in mathematics teaching when the pupils transition from one school system to another, and particularly when they do not yet have a shared language to communicate among each other or with their teachers. Three aspects with relevance to language support will be discussed and illustrated with examples from the studies: the notion of mathematics as a formal language; the notion of levels and absolute progression in mathematics; the notion that learning mathematics means understanding "concepts".
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Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/90a09347-5f36-41b1-bd36-a8d9ea3d01b9
- author
- Avery, Helen LU
- organization
- alternative title
- Acquiring the necessary gestures: school mathematics as interaction and know-how
- publishing date
- 2019
- type
- Contribution to conference
- publication status
- published
- subject
- keywords
- mathematics didactics, language and cognition, Language and learning, newly arrived students
- conference name
- AREF 2019
- conference location
- Bordeaux, France
- conference dates
- 2019-07-03 - 2019-07-05
- language
- French
- LU publication?
- yes
- id
- 90a09347-5f36-41b1-bd36-a8d9ea3d01b9
- date added to LUP
- 2019-03-27 17:44:29
- date last changed
- 2019-11-18 08:19:08
@misc{90a09347-5f36-41b1-bd36-a8d9ea3d01b9,
abstract = {{The paper presents the synthesis of a series of studies on support measures for pupils with additional languages in Sweden, with a particular focus on the consequences of language support measures for teaching and learning school mathematics. The analysis identifies several critical aspects in mathematics teaching when the pupils transition from one school system to another, and particularly when they do not yet have a shared language to communicate among each other or with their teachers. Three aspects with relevance to language support will be discussed and illustrated with examples from the studies: the notion of mathematics as a formal language; the notion of levels and absolute progression in mathematics; the notion that learning mathematics means understanding "concepts".<br/><br/>}},
author = {{Avery, Helen}},
keywords = {{mathematics didactics; language and cognition; Language and learning; newly arrived students}},
language = {{fre}},
title = {{Acquérir les gestes qu’il faut: les mathématiques scolaires comme interaction et savoir-faire}},
year = {{2019}},
}