Diversity of teachers' language in mathematics classrooms about line symmetry and potential impact on students' learning

Aurélie Chesnais (1)

1 UM - Université de Montpellier

In the continuity of our previous research on the impact of teaching practices on the variability of learning among students, we present a first step in order to investigate teachers' discourse more deeply. We identified crucial issues, including linguistic ones, in the conceptualization of line symmetry, related to logical aspects of the concept. This exploratory study consisting in the analysis of textbooks content and some classroom sessions suggests that these learning issues are globally hardly considered but that there are some differences in the ways teachers address them, which are likely to have differentiating impacts on students' learning.

Mots clés: Teaching practices; language of the mathematics teacher; line symmetry; logical analysis of mathematical concepts

Domaines: Education

Aurélie Chesnais. Diversity of teachers' language in mathematics classrooms about line symmetry and potential impact on students' learning. Proceedings of the IV ERME Topic Conference 'Classroom-based research on mathematics and language' (pp. 41-48), Mar 2018, Dresde, Germany. ⟨hal-01856475⟩