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Communication Dans Un Congrès Année : 2023

Quotitive division in the bilingual classroom: Exploring structure to support the development of conceptual understanding with primaryaged multilingual learners

Jo Skelton
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Résumé

This paper focuses on how exploring the mathematical structure of quotitive division supported multilingual learners to develop conceptual understanding in a focused maths lesson. The pupils learnt mathematics in an immersion bilingual context, with their lessons delivered through the mediums of English and French equally. The extract selected for this paper was recorded as part of a series of 4 lessons, video-recorded, transcribed and then analysed using discourse analysis as part of a larger PhD study. This extract illustrates how the teachers’ focus on structure presented pupils with the language required to discuss their mathematical thinking, scaffolding the learning to enable pupils to draw upon their full linguistic repertoire as they solved the quotitive division problem.
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hal-04406826 , version 1 (19-01-2024)

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  • HAL Id : hal-04406826 , version 1

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Jo Skelton. Quotitive division in the bilingual classroom: Exploring structure to support the development of conceptual understanding with primaryaged multilingual learners. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest, Jul 2023, Budapest, Hungary. ⟨hal-04406826⟩

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