Matematikaren eta euskararen trataera integrala: zein elkarrekintza didaktiko dira lagungarri arloko ikaskuntzan sakontzeko?

  1. Idurre Alonso Amezua 1
  2. Agurtzane Azpeitia Eizagirre 1
  1. 1 Universidad de Mondragón/Mondragon Unibertsitatea
    info

    Universidad de Mondragón/Mondragon Unibertsitatea

    Mondragón, España

    ROR https://ror.org/00wvqgd19

Revista:
Ikastorratza, e-Revista de didáctica

ISSN: 1988-5911

Any de publicació: 2023

Número: 31

Tipus: Article

DOI: 10.37261/31_ALEA/5 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Ikastorratza, e-Revista de didáctica

Objectius de Desenvolupament Sostenible

Resum

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.

Fuente de los datos: Dialnet