A Integração Dinâmica de Conteúdo e Língua durante Discussão Bilíngue de Questões Matemáticas com Enunciado





aprendizagem integrada de conteúdo e língua, discussão bilíngue, questões matemáticas com enunciado, matemática de segundo grau


Este estudo explora as estratégias adotadas por um mentor bilíngue, com a finalidade de integrar a aprendizagem de conteúdo e uma segunda língua, bem como, dar apoio pedagógico a um aluno com proficiência limitada na língua inglesa durante a discussão de questões matemáticas com enunciado. Os nossos resultados revelam um espaço curricular integrado no qual o foco pedagógico oscila entre a língua e o conteúdo. O suporte pedagógico é caracterizado por um foco linguístico (atenção a palavras utilizadas) ou um foco epistêmico (atenção a ideias matemáticas). As estratégias linguísticas envolvem a tradução oral. Em contrapartida, as estratégias epistêmicas envolvem uma gesticulação metafórica de conceitos abstratos, numa forma espacial mais concreta. Também se argumenta que a aprendizagem do conteúdo, numa segunda língua, requer o ensino de vocabulário antes de iniciar o conteúdo proporiamente ditto. Uma abordagem mais flexivel é necessária, na qual os estudantes recebam o apoio de uma forma natural.


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Como Citar

Oliveira, A. W., Meskill, C., Gregory, K., Rogers, P., & Casler-Failing, S. (2019). A Integração Dinâmica de Conteúdo e Língua durante Discussão Bilíngue de Questões Matemáticas com Enunciado. [RMd] RevistaMultidisciplinar, 1(1), 33–48. https://doi.org/10.23882/MJ1902