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Acquérir les gestes qu’il faut: les mathématiques scolaires comme interaction et savoir-faire
Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research. Centre for Middle Eastern Studies, Lund University, Sweden.ORCID iD: 0000-0001-8423-1938
2019 (French)In: AREF 2019: Livret des résumés, 2019, p. 286-287Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

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".

Place, publisher, year, edition, pages
2019. p. 286-287
Keywords [en]
mathematics didactics, language and cognition, Language and learning, newly arrived students
National Category
Didactics Mathematics
Identifiers
URN: urn:nbn:se:hj:diva-47263OAI: oai:DiVA.org:hj-47263DiVA, id: diva2:1383460
Conference
Congrès international de l'AREF, Bordeaux, France, 3-5 juillet 2019
Available from: 2020-01-08 Created: 2020-01-08 Last updated: 2020-01-08Bibliographically approved

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Avery, Helen

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