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

Journal:
Ikastorratza, e-Revista de didáctica

ISSN: 1988-5911

Year of publication: 2023

Issue: 31

Type: Article

DOI: 10.37261/31_ALEA/5 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Ikastorratza, e-Revista de didáctica

Sustainable development goals

Abstract

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.

Data source: Dialnet