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The logical analysis of statements. A tool for dealing with ambiguities in multilingual context
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In: Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom ; Seventh ERME Topic Conference on Language in the Mathematics Classroom ; https://hal.archives-ouvertes.fr/hal-02970549 ; Seventh ERME Topic Conference on Language in the Mathematics Classroom, Feb 2020, Montpellier, France (2020)
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Working on proof as contribution to conceptualisation – The case of R-completness
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In: Advances in Mathematics Education Reserach on Proof and Proving. An international perspective ; https://hal.archives-ouvertes.fr/hal-02070069 ; Stylianides, Andreas J.,; Harel, Guershon. Advances in Mathematics Education Reserach on Proof and Proving. An international perspective, Springer International Publishing, pp.19-34, 2018, ICME-13 Monographs, 978-3-319-70995-6 (2018)
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Designation at the core of the dialectic between experimentation and proving: a study in number theory
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In: First conference of International Network for Didactic Research in University Mathematics ; https://hal.archives-ouvertes.fr/hal-01337922 ; First conference of International Network for Didactic Research in University Mathematics, Mar 2016, Montpellier, France (2016)
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| 4 |
Négation et quantification dans la classe de mathématiques
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In: Négation et référence ; https://hal.univ-reims.fr/hal-02539714 ; René Daval; Pierre Frath; Emilia Hilgert; Silvia Palma. Négation et référence, ÉPURE - Éditions et Presses universitaires de Reims, pp.269-288, 2016, Res per nomen, 978-2-37496-021-0 (2016)
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Challenges and Opportunities for Second Language Learners in Undergraduate Mathematics
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In: Mathematics Education and Language Diversity, The 21st ICMI Study ; https://hal.archives-ouvertes.fr/hal-01413939 ; International Commission on Mathematical Instruction. Mathematics Education and Language Diversity, The 21st ICMI Study, Springer, Cham, pp.85-101, 2016, New ICMI Study Series, 978-3-319-14510-5. ⟨10.1007/978-3-319-14511-2_5⟩ ; www.springer.com (2016)
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Abstract:
International audience ; In this chapter, we describe the challenges and opportunities (related to mastery of the language of instruction) that second language learners face in undergraduate mathematics programs. The presence of such students is nowadays very common in many undergraduate courses due to migration, student mobility, and other factors. We provide examples of various multilingual contexts at the university level, summarize insights from international research on this topic, and present emergent proposals for helping students to overcome these challenges. This chapter highlights the importance of continuing research on the topic of second language learners in undergraduate mathematics courses so that we can offer research based approaches to improve undergraduate mathematics teaching in multilingual contexts. This chapter will provide the mathematics education research community involved in advanced mathematics, as well as instructors and policy makers, to become aware of the issues involved in undergraduate mathematics learning and teaching for second language learners.
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Keyword:
[MATH.MATH-HO]Mathematics [math]/History and Overview [math.HO]; [SHS.EDU]Humanities and Social Sciences/Education; mathematics education; multilingual contexts; second language learners; undergraduate students
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URL: https://doi.org/10.1007/978-3-319-14511-2_5
https://hal.archives-ouvertes.fr/hal-01413939
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Impact of Differing Grammatical Structures in Mathematics Teaching and Learning
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In: Mathematics Education and Language Diversity - The 21st ICMI Study ; https://hal.archives-ouvertes.fr/hal-01413932 ; International Commission on Mathematical Instruction. Mathematics Education and Language Diversity - The 21st ICMI Study, Springer, Cham, pp.23-46, 2016, New ICMI Study Series, 978-3-319-14510-5. ⟨10.1007/978-3-319-14511-2_2⟩ ; www.springer.com (2016)
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| 7 |
Quelques apports de l'analyse logique du langage pour les recherches en didactique des mathématiques
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In: Questions vives en didactique des mathématiques : problèmes de la profession d'enseignant, rôle du langage ; https://hal.archives-ouvertes.fr/hal-00820446 ; Alain Bronner & al. Questions vives en didactique des mathématiques : problèmes de la profession d'enseignant, rôle du langage, Editions La Pensée Sauvage, Grenoble, France, 2013 (2013)
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| 8 |
Argumentation and Proof in the Mathematics Classroom
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In: Proof and Proving in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-00804050 ; Gila Hanna & Michael de Villiers. Proof and Proving in Mathematics Education, Springer, pp.349-367, 2012, New ICMI Study Series, Vol 15 (2012)
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| 9 |
Negation of mathematical statements in French in multilingual contexts - an example in Cameroon
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In: Proceedings of the ICMI Study 21 - Mathematics and Language Diversity ; ICMI Study 21 conference - Mathematics and Language Diversity ; https://hal.archives-ouvertes.fr/hal-00804099 ; ICMI Study 21 conference - Mathematics and Language Diversity, Sep 2011, Sao Paulo, Brésil. pp.268-275 (2011)
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| 13 |
Interactions verbales, didactiques et apprentissages : recueil, traitement et interprétation didactiques des données langagières en contextes scolaires ; actes des journées d'étude organisées les 19 et 20 mai 2005 à Lyon
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BLLDB
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UB Frankfurt Linguistik
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