Abstract

Betekenisvolle klasseninteractie leidt niet alleen tot betere schoolse taalvaardigheid, maar ook tot meer zelfvertrouwen in de schoolse context.
Against the background of increasing linguistic diversity in classrooms worldwide, we aimed to provide scientifically grounded insight into how language-oriented mathematics education can be designed, enacted and evaluated. We addressed the following main research question: How can teachers in multilingual primary classrooms scaffold pupils? language required for mathematical learning?