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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


Other title
Discours, Dialogue, Mathématiques, Immersion française
Type of item
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)
Faculté Saint-Jean
Études en langue et culture
Date accepted
Graduation date
Master of Education
Degree level
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.
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