Per citar aquest document: http://ddd.uab.cat/record/113135
Mathematical learning and language use : perspectives from bilingual students in a context of problem solving / autor de la tesi: Francesc Reverter Sabaté : directora de la tesi: Núria Planas Raig
Reverter, Francesc
Planas, Núria, (Planas i Raig), dir. (Universitat Autònoma de Barcelona. Departament de Didàctica de la Matemàtica i de les Ciències Experimentals)
Universitat Autònoma de Barcelona. Departament de Didactica de la Matematica i les Ciències Experimentals

Publicació: [Barcelona] : Universitat Autònoma de Barcelona, 2013
Descripció: 1 recurs electrònic (656 p.)
Resum: The migrant movements throughout the world and the politics around language diversity in many countries have promoted an increasing presence of multilingualism in the mathematics classrooms. There are students who face the challenge of learning mathematics in a language that is not their home language. To further understand the joint learning of mathematics and language, we need to reflect on the processes that the students develop when solving mathematical tasks, and to analyze how they see their involvement in such processes. The main focus of this PhD study is on the language and mathematical practices by Spanish and English bilingual students in California, United States. In this context, the current policy of "English only" does not facilitate the use of the students' languages in the classroom, except for the case of those who are English dominant. Our assumption is that obstacles to the use of the students' languages may become obstacles to the learning of mathematics. The PhD study attempts to examine diverse resolutions of mathematical tasks by bilingual students who are in the process of learning the language of instruction. We also consider the perspectives from these bilingual students on the use of their two languages in the resolution of the tasks. To achieve these goals, individual questionnaires with four mathematical activities were issued to students of a middle and a high school. Complementary task-based interviews with students were videotaped and audio recorded. Several findings have been obtained as regards to connections between the language use and the mathematical practice. It has been documented, for instance, that the students report the use of their two languages for either the oral register or the written one. Moreover, the analysis of the visual mode in the statements of the tasks is particularly interesting as it informs of the attribution of mathematical meanings. On the other hand, the students in the sample do not say to experience the combined use of their languages as a difficulty or an obstacle. Many of them do not even report the use of English when they indeed do it while writing short comments. This leads to one of the major conclusions: the phenomenon of invisibility that frames the students' experience of their language use during their involvement in individual mathematical practices.
Nota: Tesi doctoral - Universitat Autònoma de Barcelona. Departament de Didàctica de la Matemàtica i de les Ciències Experimentals, 2012
Drets: ADVERTIMENT. L'accés als continguts d'aquesta tesi doctoral i la seva utilització ha de respectar els drets de la persona autora. Pot ser utilitzada per a consulta o estudi personal, així com en activitats o materials d'investigació i docència en els termes establerts a l'art. 32 del Text Refós de la Llei de Propietat Intel·lectual (RDL 1/1996). Per altres utilitzacions es requereix l'autorització prèvia i expressa de la persona autora. En qualsevol cas, en la utilització dels seus continguts caldrà indicar de forma clara el nom i cognoms de la persona autora i el títol de la tesi doctoral. No s'autoritza la seva reproducció o altres formes d'explotació efectuades amb finalitats de lucre ni la seva comunicació pública des d'un lloc aliè al servei TDX. Tampoc s'autoritza la presentació del seu contingut en una finestra o marc aliè a TDX (framing). Aquesta reserva de drets afecta tant als continguts de la tesi com als seus resums i índexs.
Llengua: Anglès.
Document: Tesis i dissertacions electròniques ; doctoralThesis
Matèria: Matemàtica ; Aspectes socials ; Ensenyament ; Educació intercultural ; Estats Units d'Amèrica

Adreça alternativa: http://hdl.handle.net/10803/117475


565 p, 5.2 MB

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