Response to questioning in the immersion classroom

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dc.contributor.authorPothier, Stacy-Ann
dc.contributor.authorUniversity of Lethbridge. Faculty of Education
dc.contributor.supervisorHeffernan, Peter
dc.contributor.supervisorPellerin, Martine
dc.date.accessioned2013-12-03T21:08:03Z
dc.date.available2013-12-03T21:08:03Z
dc.date.issued2013
dc.degree.levelMasters
dc.descriptionx, 100 leaves : ill. ; 28 cmen_US
dc.description.abstractStudents in second-language immersion mathematics classrooms can struggle to verbalize their responses to problems, how they reached the response and why the answer makes sense. Alberta curricula require that students be able to communicate their learning. This study used a qualitative research model, an action research approach to investigate systematically the purposeful use of questioning to encourage higher level thinking and student ability to express that thinking verbally in a second-language. Interchanges between students and students and teacher during mathematics activities were videotaped and these served as a record of what took place while the research was conducted. Students were surveyed and interviewed regarding their feelings about answering questions in a variety of learning situations. Students with a variety of levels of competency in the second-language were able to find ways to communicate in that language to make themselves understood and to relate the processes they used to find a response. This however does not happen if clear attention is not paid to several factors. When activities and questioning are purposefully planned, considering language acquisition, critical, complex and creative thinking, technology, collaboration, curriculum and dialogue, and questioning, students can be successful in expressing their learning. Elementary second-language immersion students are capable of expressing their thinking verbally in their second-language while problem-solving in mathematics class.en_US
dc.identifier.urihttps://hdl.handle.net/10133/3321
dc.language.isoen_CAen_US
dc.publisherLethbridge, Alta. : University of Lethbridge, Faculty of Education, c2013en_US
dc.publisher.facultyEducationen_US
dc.relation.ispartofseriesProject (University of Lethbridge. Faculty of Education)en_US
dc.subjectMathematics -- Study and teaching (Elementary)en_US
dc.subjectFrench language -- Study and teaching (Elementary) -- Immersion methoden_US
dc.subjectFrench language -- Study and teaching (Elementary) -- Studentsen_US
dc.subjectImmersion method (Language teaching)en_US
dc.titleResponse to questioning in the immersion classroomen_US
dc.typeProjecten_US
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