Conference Paper

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

Abstract

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.

Attached files

Authors

Skelton, Jo

Oxford Brookes departments

School of Education, Humanities and Languages

Dates

Year of publication: 2024
Date of RADAR deposit: 2024-05-30

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This work is licensed under a Creative Commons Attribution 4.0 International License

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Related resources

This RADAR resource is Identical to Quotitive division in the bilingual classroom: Exploring structure to support the development of conceptual understanding with primaryaged multilingual learners

This RADAR resource is Part of Paul Drijvers, Csaba Csapodi, Hanna Palmér, Katalin Gosztonyi, Eszter Herendiné-Kónya. Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), 5180 p., Alfréd Rényi Institute of Mathematics and ERME, 2023, 978-963-7031-04-5. ffhal-04430809