Initiating a project for language-and-learner responsiveness in mathematics content teaching
- Autores: Núria Planas i Raig, José María Alfonso, Juan Gabriel Rave Agudelo
- Localización: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education / coord. por Ceneida Fernández Verdú, Salvador Llinares Ciscar, Ángel Gutiérrez Rodríguez, Núria Planas i Raig, Vol. 3, 2022 (Research Reports Ja – Se), ISBN 978-84-1302-177-5, págs. 315-322
- Idioma: español
- Enlaces
-
Resumen
Although our community has come to know that language is an important resource for mathematics teaching and learning, there is a less fine-grained understanding of how developmental work with mathematics teachers can be designed to support content teacher talk that is language-and-learner responsive. In this report, we first discuss our theoretical framework with the tools of naming and lexicalization, interpreted as uses in classroom teacher talk of content-related word names and explanatory sentences with the potential to reduce specific learning difficulties. We then change the emphasis to explore challenges of thinking a version of the framework and tools for work with mathematics teachers in order to inform their decisions as to how and why selected names and/into explanations can be particularly responsive in content teaching.
