Sources of meaning and meaning-making practices in a Canadian French-immersion mathematics classroom
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22 mars 2018
- handle: 10670/1.ec29fp
- hal: hal-01856473
info:eu-repo/semantics/OpenAccess
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French-immersion multilingual mathematics classrooms Bakhtin sources of meaning Language diversitySujets proches
Math Primary sources Forerunners Primary sourcesCiter ce document
Richard Barwell, « Sources of meaning and meaning-making practices in a Canadian French-immersion mathematics classroom », HAL-SHS : sciences de l'éducation, ID : 10670/1.ec29fp
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Research on the learning and teaching of mathematics in the context of language diversity has highlighted how students make use of many different features of language in mathematical meaning-making, such as gestures, code-switching, genres or narratives. I refer to these features as sources of meaning, to highlight their fluid, dialogic nature. Each student has a unique repertoire of sources of meaning, on which they draw in mathematical meaning-making. I argue that to understand the mathematical meaning-making process, we need to attend to the meaning-making practices they use as they draw on these repertoires during classroom interaction. I illustrate and reflect on these ideas with an episode from an elementary school French-immersion mathematics classroom in Canada.