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Communication Dans Un Congrès Année : 2020

Bilingual undergraduate mathematics teaching examined through a commognitive lens

Máire Ní Ríordáin
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Eílis Flanagan
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Résumé

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.
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Dates et versions

hal-02970555 , version 1 (18-10-2020)

Identifiants

  • HAL Id : hal-02970555 , version 1

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Máire Ní Ríordáin, Eílis Flanagan. Bilingual undergraduate mathematics teaching examined through a commognitive lens. Seventh ERME Topic Conference on Language in the Mathematics Classroom, Feb 2020, Montpellier, France. ⟨hal-02970555⟩

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