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

  • Author / Creator
    Prophete, Alice
  • 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.

  • Subjects / Keywords
  • Graduation date
    Fall 2014
  • Type of Item
  • Degree
    Master of Education
  • DOI
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
  • Institution
    University of Alberta
  • Degree level
  • Department
  • Specialization
    • Études en langue et culture
  • Supervisor / co-supervisor and their department(s)
  • Examining committee members and their departments
    • LeBlanc, Manon (University of Moncton, Education)
    • Cavanagh, Martine (Education)
    • d’Entremont, Yvette (Education)