Disentangling discourse practices and language means for developing conceptual understanding: The case of pre-algebraic equivalence
Résumé
Explaining meanings has been shown to be the crucial discourse practice for students' conceptual development. However, more research is required to disentangle what kind of language means are involved in different mathematical topics. The paper reports on a Design Research project aiming at developing language learners' conceptual understanding for pre-algebraic equivalence. The qualitative analysis of the first design experiments with fifth graders shows that activities of connecting representations can foster students' learning, but language support is required for deepening a meaning-related transformational approach to what we call restructuring equivalence.
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