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18 février 2020
- handle: 10670/1.gdjs26
- hal: hal-02970555
info:eu-repo/semantics/OpenAccess
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Máire Ní Ríordáin et al., « Bilingual undergraduate mathematics teaching examined through a commognitive lens », HAL-SHS : sciences de l'éducation, ID : 10670/1.gdjs26
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In this paper we examine key principles of visual mediators and endorsed narratives as relating to the commognitive approach. We apply these concepts to the analysis of teaching in a bilingual undergraduate mathematics context. A central focus is on the lecturer's communicative practices and ways of facilitating discursive shifts (colloquial to literate), while examining which language(s) this occurs in. The findings suggest that the use of graphs as well as accompanying gestures, deictic expressions and symbols substantiate the claims about functions that the lecturer is making. The primary language of communication was Irish, establishing an expectation of utilising Irish when engaged in mathematical narratives relating to functions. English was utilised (with Irish) to clarify meaning, primarily when a discursive shift from an object to meta-level discourse was being established.