Estudio de las interacciones de alumnado bilingüe paquistaní en la resolución de problemas matemáticos en el aula de secundari

• Atif Lodhi ^[1] ; Núria Rosich Sala ^[2] ; Beatriz Cantero ^[2]
  1. [1] Universitat de Barcelona
  2. [2] Universitat Autónoma de Barcelona
• Localización: REDIMAT, ISSN-e 2014-3621, Vol. 8, Nº. 1, 2019, págs. 76-105
• Idioma: español
• DOI: 10.17583/redimat.2019.2380
• Títulos paralelos:
  • Study of the interactions of Pakistani bilingual students in solving mathematical problems in the secondary school
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• Resumen
  • español

    El trabajo que presentamos intenta ser una respuesta a si el uso de diferentes lenguas por parte del alumnado inmigrante de origen paquistaní escolarizado en España (Cataluña), facilita o no el trabajo de la resolución de problemas matemáticos de forma cooperativa. El análisis de las interacciones del trabajo cooperativo ha mostrado que los alumnos utilizan distintas lenguas cuando resuelven los problemas, dependiendo de sus conocimientos matemáticos previos según la lengua en que los habían aprendido. Los resultados también han puesto en evidencia que cuando estos alumnos trabajan por parejas del mismo país de procedencia, muchas veces efectúan el llamado “code switching”, es decir, delante de dudas e interpelaciones durante la conversación, estos tienden a comunicarse en la lengua del país de acogida, pero introducen palabras de la lengua del país de procedencia con la finalidad de facilitar la comunicación de la información.

  • English

    In this paper we try to answer whether the use of different languages by Pakistani immigrant students enrolled in the education system in Catalonia (Spain) facilitates their problem solving in a cooperative environment. The analysis of interactions emerging from the cooperative work has shown that students use different languages when solving problems, depending on their previous mathematics knowledge, depending on the language in which they have acquired it. The results have also revealed that when students from the same country work in pairs, they often do "code switching", this means that they tend to communicate in their second language (the language of their country of residence), but when they encounter doubts or in interpellations during a conversation, they introduce words from the their first language, in order to facilitate communication. We have also observed that the types of interactions most commonly used by the group of students have been the cooperative and clarifying types (question and answer).

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