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Répercussions des difficultés langagières des élèves dans l'activité mathématique en classe . Le cas des élèves migrants.

Abstract : Our thesis seeks to understand the influences of language difficulties in immigrant students on the Class' (both teacher and students) activity during mathematic lessons. To study this problem, we have used the framework of the Joint Action Theory in Didactics. To do so, students of both ordinary and reception classes were asked to take an evaluation test. The analyse and the comparison of those tests stressed discrepancies between the immigrant students' language competencies that could interfere in their mathematic activity. We have also shown that these difficulties were not really linked to the time spent in the host country or usual language mastery. Besides, we have compared both ordinary and reception classes in order to determine the specificities of teacher and students' behavior in reception class during a mathematic lesson. We have highlighted some particular phenomena which could partially explain immigrant students' difficulties: - Teacher's repression: the teacher doesn't present all the words and notions used in ordinary class. - Display of alternative joint game: both the teacher and the students tend to simplify the work the students are expected to do. On the basis of these results, we conceived special courses for immigrant students that we named teaching in activity and which aimed to improve their mathematic achievements. Those lessons which took the shape of mathematic exercises actually aimed at improving language competencies necessary for mathematic activity.
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Submitted on : Tuesday, February 4, 2014 - 2:32:37 PM
Last modification on : Thursday, July 14, 2022 - 4:01:29 AM
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  • HAL Id : tel-00941904, version 1



Karine Millon Faure. Répercussions des difficultés langagières des élèves dans l'activité mathématique en classe . Le cas des élèves migrants.. Education. Aix-Marseille Université, 2011. Français. ⟨tel-00941904⟩



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