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Barwell Richard (2005). « Working on arithmetic word problems when English is an additional language ». British Educational Research Journal, vol. 31, n° 3, p. 329–348. En ligne : <http://ejournals.ebsco. ... ?ContributionID=7203083>. 
Added by: Marie Gaussel (21 Jun 2010 11:18:07 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Barwell2005
Categories: General
Keywords: éducation prioritaire, mathématiques, processus d'apprentissage
Creators: Barwell
Collection: British Educational Research Journal
Views: 960/2160
Views index: 29%
Popularity index: 7.25%
URLs     http://ejournals.e ... ributionID=7203083
Abstract     
There has been little research in the UK into how students learning English as an additional language (EAL) learn mathematics. This article reports results from a three-year study of the participation of learners of EAL in Year 5 in an arithmetic word problem task. The research, drawing on ideas from discursive psychology, used discourse analysis to explore patterns of attention in students' interaction as they worked in pairs or threes. The article briefly describes four patterns of attention: to genre, to mathematical structure, to narrative experience and to written form. Further analysis explored how students used attention as part of the social activity involved in working on the task. The rest of the article illustrates how students used attention to narrative experience to make links between word problems and their own experience, as well as to negotiate their relationships with each other.
Added by: Marie Gaussel  
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