Matematikaren eta euskararen trataera integrala: zein elkarrekintza didaktiko dira lagungarri arloko ikaskuntzan sakontzeko?
The purpose of this article is to analyse the mathematic lessons of two primary school teachers from two different sociolinguistic contexts. The study analyses the didactic interactions that emerge when combing language and mathematics, and how each type of interaction contributes to the collective...
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| Published in: | Ikastorratza Vol. 31; pp. 115 - 145 |
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| Main Authors: | , |
| Format: | Journal Article |
| Language: | English Spanish |
| Published: |
José Domingo Villarroel
30-09-2023
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| Subjects: | |
| Online Access: | Get full text |
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| Abstract | The purpose of this article is to analyse the mathematic lessons of two primary school teachers from two different sociolinguistic contexts. The study analyses the didactic interactions that emerge when combing language and mathematics, and how each type of interaction contributes to the collective construction of knowledge. Along with this, when working on mathematic activities, difficulties that teachers and students have to confront have emerged in each sociolinguistic context, and the scaffolding strategies applied by each teacher have been analysed. |
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| AbstractList | The purpose of this article is to analyse the mathematic lessons of two primary school teachers from two different sociolinguistic contexts. The study analyses the didactic interactions that emerge when combing language and mathematics, and how each type of interaction contributes to the collective construction of knowledge. Along with this, when working on mathematic activities, difficulties that teachers and students have to confront have emerged in each sociolinguistic context, and the scaffolding strategies applied by each teacher have been analysed. |
| Author | Azpeitia Eizagirre, Agurtzane Alonso Amezua, Idurre |
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| Title | Matematikaren eta euskararen trataera integrala: zein elkarrekintza didaktiko dira lagungarri arloko ikaskuntzan sakontzeko? |
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