Matematikaren eta euskararen trataera integrala: zein elkarrekintza didaktiko dira lagungarri arloko ikaskuntzan sakontzeko?
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Universidad de Mondragón/Mondragon Unibertsitatea
info
ISSN: 1988-5911
Año de publicación: 2023
Número: 31
Tipo: Artículo
Otras publicaciones en: Ikastorratza, e-Revista de didáctica
Objetivos de desarrollo sostenible
Resumen
The purpose of this article is to analyse the mathematic lessons of two primary school teachers from two different sociolinguistic contexts. The study analyses the didactic interactions that emerge when combing language and mathematics, and how each type of interaction contributes to the collective construction of knowledge. Along with this, when working on mathematic activities, difficulties that teachers and students have to confront have emerged in each sociolinguistic context, and the scaffolding strategies applied by each teacher have been analysed.