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Article de revue:
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ID no. (ISBN etc.): 1098-6065
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Clé de citation BibTeX: Campbell2007
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Campbell, A. E., Adams, V. M., & Davis, G. E. (2007). Cognitive demands and second-language learners: A framework for analyzing mathematics instructional contexts. mathematical thinking and learning, 9(1), pp. 3–30.
Ajoutée par: Sterenn Audo 2008-02-13 14:18:04 Dernièrement modifiée par: Sterenn Audo 2008-02-13 15:20:34
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Catégories: Apprentissage mathématiques, Full text
Descripteurs: cognitive demands, Cognitive Processes, Foreign Language Education, learning environment, MATHEMATICS, Mathematics Education, mathematics instructions, mathematics teachers, second language learners, TEACHERS, TEACHING
Auteurs: Adams, Campbell, Davis
Collection: mathematical thinking and learning
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Nombre de vues: 366
Popularité: 33.39%
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Résumé
The issues involved in teaching English language learners mathematics while they are learning English pose many challenges for mathematics teachers and highlight the need to focus on language-processing issues related to teaching mathematical content. Two realistic-type problems from high-stakes tests are used to illustrate the complex interactions between culture, language, and mathematical learning. The analyses focus on aspects of the problems that potentially increase cognitive demands for second-language learners. An analytical framework is presented that is designed to enable mathematics teachers to identify critical elements in problems and the learning environment that contribute to increased cognitive demands for students of English as a second language. The framework is proposed as a cycle of teacher reflection that would extend a constructivist model of teaching to include broader linguistic, cultural, and cognitive processing issues of mathematics teaching, as well as enable teachers to develop more accurate mental models of student learning. (PsycINFO Database Record (c) 2007 APA, all rights reserved)(from the journal abstract)
Ajoutée par: Sterenn Audo
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Ajoutée par: Sterenn Audo
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