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Permanent link (DOI): https://doi.org/10.7939/R3HM3V

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L’utilisation du discours dialogique dans la construction du savoir mathématique des élèves dans le contexte d’enseignement en immersion Open Access

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Other title
Subject/Keyword
Discours, Dialogue, Mathématiques, Immersion française
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Prophete, Alice
Supervisor and department
Pellerin, Martine (Education)
Examining committee member and department
Cavanagh, Martine (Education)
d’Entremont, Yvette (Education)
LeBlanc, Manon (University of Moncton, Education)
Department
Faculté Saint-Jean
Specialization
Études en langue et culture
Date accepted
2014-09-25T14:13:30Z
Graduation date
2014-11
Degree
Master of Education
Degree level
Master's
Abstract
In 2007 Alberta Education began implementing a new mathematics program aligned with the principles and standards of the National Council of Teachers of Mathematics (NCTM, 2000). The new curriculum places great emphasis on students’ communicating their cognitive processes while they acquire mathematics knowledge. Putting these requirements into practice presents challenges for teachers, including French immersion teachers who must apply them in a second language context. The challenge for French immersion teachers is to provide students with the skills so they can verbalize their mathematical comprehension in the target language. An action research project was undertaken to develop teaching strategies that would help a Grade 4 French immersion students in Alberta to engage in dialogic discourse while collaborating and verbalizing their mathematical reasoning by means of discussions in the target language. The results of this action research project show that this simultaneous use and verbalization of mathematical knowledge by the students resulted in (1) greater teacher awareness of and involvement in the regulation of the discourse in the classroom, (2) the development and progressive adjustment of teaching strategies (and the role of the teacher) that helped enable the children to engage autonomously in dialogic discourse, and (3) improvements in student’s target language and mathematics vocabulary. This action research study indicates a need for teachers, particularly French immersion teachers, to renew their strategies for providing effective scaffolding so that students can engage in dialogic discourse in their second language in the mathematics classroom.
Language
French
DOI
doi:10.7939/R3HM3V
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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