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