A COMPARISON OF LANGUAGE PRACTICES DURING GEOMETRY CLASSES IN PRIMARY SCHOOLS IN QUÉBEC AND FRANCE
Résumé
This research focuses on the introduction of explicit teaching of symmetry, within the context of primary schools in France and in Québec, Canada (pupils are 7-8 years old). The originality of our work lies in the articulation of different theoretical approaches (mathematical, linguistic, and metaphorical-conceptual) which we describe briefly in the first part of this article. The second part of this contribution is devoted to the comparison of the same mathematical situation in two different contexts (France and Québec). We focus on the analysis of teachers' activities-language and gestures-with regards to three components (acting, talking, thinking) in order to stress the specificity of social context, and in particular the use of language in the process of negotiating meaning.
Origine : Fichiers produits par l'(les) auteur(s)