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Communication Dans Un Congrès Année : 2018

Sources of meaning and meaning-making practices in a Canadian French-immersion mathematics classroom

Richard Barwell
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Résumé

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.
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hal-01856473 , version 1 (20-08-2018)

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  • HAL Id : hal-01856473 , version 1

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Richard Barwell. Sources of meaning and meaning-making practices in a Canadian French-immersion mathematics classroom. Proceedings of the IV ERME Topic Conference 'Classroom-based research on mathematics and language' (pp. 27-35), Mar 2018, Dresde, Germany. ⟨hal-01856473⟩

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