Quotitive division in the bilingual classroom: Exploring structure to support the development of conceptual understanding with primaryaged multilingual learners
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10 juillet 2023
- handle: 10670/1.ue9xxr
- isbn: 978-963-7031-04-5
- hal: hal-04406826
info:eu-repo/semantics/OpenAccess
Mots-clés
Multiplicative reasoning quotitive division mathematical structure multilingual learners bilingual educationSujets proches
School life Students--Education Pupils Student life and customs School children--Education Pupils Schoolchildren Elementary school students Primary school studentsCiter ce document
Jo Skelton, « Quotitive division in the bilingual classroom: Exploring structure to support the development of conceptual understanding with primaryaged multilingual learners », HAL-SHS : sciences de l'éducation, ID : 10670/1.ue9xxr
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Résumé
This paper focuses on how exploring the mathematical structure of quotitive division supported multilingual learners to develop conceptual understanding in a focused maths lesson. The pupils learnt mathematics in an immersion bilingual context, with their lessons delivered through the mediums of English and French equally. The extract selected for this paper was recorded as part of a series of 4 lessons, video-recorded, transcribed and then analysed using discourse analysis as part of a larger PhD study. This extract illustrates how the teachers’ focus on structure presented pupils with the language required to discuss their mathematical thinking, scaffolding the learning to enable pupils to draw upon their full linguistic repertoire as they solved the quotitive division problem.