Challenges and Opportunities for Second Language Learners in Undergraduate Mathematics

Durand-Guerrier, Viviane; Kazima, Mercy; Libbrecht, Paul; Ngansop, Judith Njomgang; Salekhova, Leila; Tuktamyshov, N.K.; Winsløw, Carl

doi:10.1007/978-3-319-14511-2_5

Cited by 7 publications

(6 citation statements)

References 31 publications

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“…As well as distributing activity sheets in which the content is mixed with the language was an amazing experience for the trainees and encouraged them to work with unexpected enthusiasm. This conclusion is in terms with the study of Durand-Guerrier, Kazima, Libbrecht, Ngansop, Salekhova, Tuktamyshov, and Carl Winsløw (2021) who indicated that the emphasis is mostly on learning mathematical concepts and developing one's identity as a mathematics instructor. This is vital for the development of mathematics student teachers as mathematics instructors.…”

Section: Factors Affecting the Success Of The Programmentioning

confidence: 52%

A Remedial Training Program Based on CLIL to Develop Some Math Content Components and English Language Competences for Mathematics Future-Teachers and their teaching Performance

Khater¹,

Aboelela²

2022

مجلة دراسات فی المناهج وطرق التدریس

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The aim of the research is to develop Some Math Content Components, and English Language Competences for Mathematics Future-Teachers and their teaching Performance through a remedial training program based on CLIL. Participants are 21 third year mathematics future-teachers, (English section), Faculty of Women, Ain Shams University. The research adopted the experimental one group design. Instruments of the research were implemented pre and post the intervention. Tools were both mathematical and language ones. The mathematical tools consisted of mathematical content test and mathematical teaching observation sheet. While the language tools consisted of language competences tests and classroom language observation sheet. Besides, a satisfaction questionnaire was implemented at the end of the program. Statistical analysis used non-parametric SPSS Wilcoxon test. Results showed the effectiveness of the program in developing future teacher's mathematical content knowledge (Mathematical Symbols and Shape, Numbers and Algebra, Geometry and Measurement, Probability and Statistics, Story Problem Solving ), teaching performance (opening skills, general presentation skills , presenting subject matter skill , teaching strategies, techniques and teaching aids, classroom management skills, classroom content language interaction, language of content instruction , and evaluative), language competences, namely Speaking (accuracy, fluency and interaction, pronunciation and accent), writing (Shape, directionality, and letter formation, Letter and word size and spacing, Sentence structure, grammar and spelling), as well as classroom language (the beginning of the class, using disciplinary expressions, praising and correction, giving instructions, checking for understanding, developing pupils' language, and finishing the lesson).

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Section: Factors Affecting the Success Of The Programmentioning

confidence: 52%

A Remedial Training Program Based on CLIL to Develop Some Math Content Components and English Language Competences for Mathematics Future-Teachers and their teaching Performance

Khater¹,

Aboelela²

2022

مجلة دراسات فی المناهج وطرق التدریس

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“…The concepts encountered in this framework present a certain complexity in their use (Ben Kilani 2005;Durand-Guerrier 2003;Epp 1999;Njomgang Ngansop 2013;Durand-Guerrier et al 2014). One finds them in statements whose logical level of complexity is high, because of the structure of these statements and in the way in which concepts are interwoven with them.…”

Section: Resultsmentioning

confidence: 99%

Invited Lectures from the 13th International Congress on Mathematical Education

et al. 2018

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“…Ceci permet d'autre part d'interpréter de manière plus fine les productions langagières des étudiant•e•s et de prendre en compte de manière rigoureuse leurs connaissances, ceci en particulier lors des situations d'évaluation (Durand-Guerrier, 2005a, pp.113-116). Comme le souligne Quine (1960), dans une situation d'incompréhension ou de malentendu, une divergence linguistique est plus probable que la stupidité de notre interlocuteur ou interlocutrice ; ceci étant particulièrement important lorsque les étudiant•e•s ne sont pas des locuteur•trice•s natif•ve•s de la langue d'enseignement, ce qui est fréquent à l'université (Durand-Guerrier et al, 2016).…”

Section: A Syntaxe Sémantique Et Pragmatiqueunclassified

Quelques pistes pour améliorer les usages de l'implication mathématique en début d'université

Mesnil¹,

Durand-Guerrier

2022

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Fresh university students face from the very beginning the need to study and develop by themselves more and more complex reasoning and proofs, which they had little opportunity to make in their secondary studies, including in the scientific tracks. In this article, we focus on the notion of implication. We first come back to the main known difficulties; then we present theoretical tools allowing to foresee and analyze these difficulties. Based on our practice as teachers in undergraduate mathematics and by research in didactics of mathematics, we consider that for the teaching of notions of logic it is necessary to find a balance between a formal approach, which is known to be not effective, and an approach that would eliminate the formal aspects which is also known to be not effective. Then, we will propose activities aiming explicitly to work on aspects related to the notion of implication, while mentioning opportunities for reinvest the knowledge developed during these activities in the teaching and learning of other concepts.

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Challenges and Opportunities for Second Language Learners in Undergraduate Mathematics

Cited by 7 publications

References 31 publications

A Remedial Training Program Based on CLIL to Develop Some Math Content Components and English Language Competences for Mathematics Future-Teachers and their teaching Performance

A Remedial Training Program Based on CLIL to Develop Some Math Content Components and English Language Competences for Mathematics Future-Teachers and their teaching Performance

Invited Lectures from the 13th International Congress on Mathematical Education

Quelques pistes pour améliorer les usages de l'implication mathématique en début d'université

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