Betekenisconstructie in de wiskundeles. De samenhang tussen interactief wiskunde- en taalonderwijs

Abstract

Realistic math education values active pupil participation in classroom interaction. This participation is also seen as crucial within second language acquisition theory and forms the basis of the content-based approach to language teaching. In this article the question was raised whether a symbiosis of these two approaches could be observed in math education in a multilingual classroom. Analyses showed a variety of teacher strategies, promoting student participation and thus creating opportunities for language production in whole group activities, one important prerequisite for language learning in content classes. However, two conditions for simultaneous language acquisition in math classes were not found: first, negotiation of meaning to make written texts and assignments accessible and comprehensible and second, feedback on the linguistic form of student utterances. The assumptions of the teacher about the value of active student participation would thus need refinement in order to turn his lessons into a learning environment that would be beneficial for both math and language learning.