Show simple item record

Bansho Mathematics strategy as a means for enhancing writing skills in second graders.

dc.contributor.advisorCamargo Uribe, Ángelaspa
dc.contributor.authorArias Rivera, Martin Alfonsospa
dc.coverage.spatialBogotá, Colombia.spa
dc.coverage.temporal2019-2020spa
dc.date.accessioned2022-04-28T16:16:55Z
dc.date.available2022-04-28T16:16:55Z
dc.date.issued2021
dc.identifier.urihttp://hdl.handle.net/20.500.12209/17187
dc.description.abstractEste proyecto de investigación-acción, realizado con estudiantes de segundo grado, permitió examinar cómo la estrategia de enseñanza de matemáticas “Bansho” influye en las habilidades de escritura de EFL de los estudiantes de segundo grado bajo el marco de AICLE. Reveló que esta área de la alfabetización podría impulsarse y trabajarse considerando una exploración profunda de los posibles beneficios del enfoque derivado de la integración de metodologías de Matemáticas y el aprendizaje de EFL. Los hallazgos aportan información sobre la importancia de incrementar la visión significativa de la escritura y el aprendizaje cooperativo en esta decisiva etapa educativa. Del mismo modo, considerar métodos de áreas de contenido para respaldar altos niveles de competencia en inglés como lengua extranjera, incluidas ideas sobre formas más efectivas de ayudar a los estudiantes dentro de un entorno AICLE en el nivel de la escuela primaria.spa
dc.format.mimetypeapplication/pdfspa
dc.language.isoeng
dc.publisherUniversidad Pedagógica Nacionalspa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectAICLEspa
dc.subjectMatemáticasspa
dc.subjectBanshospa
dc.subjectEscritura en Inglésspa
dc.subjectAprendizaje cooperativospa
dc.titleBansho Mathematics strategy as a means for enhancing writing skills in second graders.spa
dc.publisher.programMaestría en Enseñanza de Lenguas Extranjeras con énfasis en Inglés/Francésspa
dc.subject.keywordsMathematicseng
dc.subject.keywordsBanshoeng
dc.subject.keywordsEFL writingeng
dc.subject.keywordsCooperative learningeng
dc.rights.accessAcceso abiertospa
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
dc.relation.referencesAbbigail Armstrong, K. M. (2018, Jan 09). Content Area Literacy in the Mathematics Classroom. Retrieved from Tandfonline: https://www.tandfonline.com/doi/full/10.1080/00098655.2017.1411131?src=recsys
dc.relation.referencesAbdel-Motaal, M. (2002). Academic freedom and civil society: some personal re&ections. Higher Education Policy , 15 (4), 365 – 370. doi:http://dx.doi.org/10.1016/S0952-8733(02)00051-X
dc.relation.referencesAllen, N. (1991). A Study of Metacognitive Skill as Influenced by Expressive Writing in College Introductory Algebra Classes. LSU Historical Dissertations and Theses. 5220. Obtenido de https://digitalcommons.lsu.edu/gradschool_disstheses/5220
dc.relation.referencesAl-Zankawi, M. ( 2018). An Investigation of EFL Writing Strategies and Cohesion of Kuwaiti Undergraduate Students. (A thesis submitted for the degree of PhD in Education, Trinity College University of Dublin ). Institutional research repository.
dc.relation.referencesArmon, J., & Morris, L. (2008). Integrated Assesments for ELL Students – and teachers – benefit from incorporating writing and drawing in science. Methods and Strategies. . Science and Children, 45(8), 49-53.
dc.relation.referencesArmon, J., & Morris, L. j. (2008). Integrated Assessments for ELL. Proquest, 49-53.
dc.relation.referencesAzzioui, A. (2016). The Effect of LT Cooperative Learning Model and Teacher’s Feedback on EFL Students’ Writing: The Case of Second Year Students of English at the Mentouri Brothers University, Constantine.
dc.relation.referencesBandura. (1997). Self-efficacy: The exercise of control. New York: W H Freeman/Times Books/ Henry Holt & Co.
dc.relation.referencesBandura, A. (2001). Social Cognitive Theory: An Agentic Perspective . Annual Review of Psychology , 52(1), 1-26. doi:10.1146/annurev.psych.52.1.1
dc.relation.referencesBarwell , R., Kubota, Z., & Culotta, D. (2018). Teaching and Learning Secondary School Mathematics. In A. Kajander, J. Holm, & E. Chernoff, Learning Mathematics When Students Are New to Schooling and New to English. En Kajander, A., Holm, J., & Chernoff, E.J., Teaching and Learning Secondary School Mathematics: Canadian Perspectives in an International Context (pp. 101-116). Springer International Publishing.
dc.relation.referencesBinterová, H., & Kominkova, O. (2013). ERIC. Obtenido de https://eric.ed.gov/?q=%22CLIL+MATHEMATICS%22&ff1=subEnglish+(Second+Language)&ff2=eduElementary+Education&ff3=subElementary+School+Mathematics&ff4=subMathematics+Activities&id=EJ1053646
dc.relation.referencesBowe, G. (2009). Knowing and teaching elementary language arts: A math lesson for English teachers. Western Journal of Black Studies,, 33(4), 259-272.
dc.relation.referencesBrandenburg, . (2002). Advanced math? Write! Educational Leadership, 60(3), 67-68. Briesmaster, M., & Etchegaray, P. (2017). Coherence and cohesion in EFL students’ writing production: The impact of a metacognition-based intervention. Ikala, Revista de Lenguaje y Cultura , 22(2), 183-202. doi:10.17533/udea.ikala.v22n02a02
dc.relation.referencesBrown. (2003). From Teacher-Centered to Learner-Centered Curriculum: Improving Learning in Diverse Classrooms. Education,, 124, 49-54.
dc.relation.referencesBrown, A., Bransford, J., Ferrara, R., & Cam. (1983). Learning, remembering and understanding. In J. H. Flavell, & E. M. Markman (Eds.), Handbook of child psychology: Vol. 3. Cognitive development (4th ed., pp. 77-166). New York: Wiley. Handbook of child psychology: Vol. 3. Cognitive development, 3, 77-166.
dc.relation.referencesBurns. (1995). Writing in math class: A resource for grades 2 – 8. Math Solutions.
dc.relation.referencesBurns, A. (2001). Collaborative action research for English language teachers. Cambridge, UK: Cambridge University Press.
dc.relation.referencesCamargo, L., & Camacho, G. (2018). The impact of Wikis & Videos Integration Through Cooperative Writing Tasks Processes . English Language Teaching , 11(5), 116. doi:https://doi.org/10.5539/elt.v11n5p116
dc.relation.referencesCantera, E. H. (2009). Dislexia, el trastorno desconocido. Diagnóstico y tratamiento. 6.
dc.relation.referencesCardenas, N. (2018). Perspectives for a study on bilingualism in Colombian regional universities. Historia de la Educación Latinoamericana, 20(31), 125-142. doi:https://doi.org/10.19053/01227238.8566
dc.relation.referencesCarter. (2009). Connecting Mathematics and Writing Workshop: It's Kinda Like Ice Skating. Reading Teacher - READ TEACH, 62(7), 606-610. doi:http://dx.doi.org/10.1598/RT.62.7.7
dc.relation.referencesCassany , D. (2001). Decálogo didáctico de la enseñanza de la composición [Ten didactic rules for teaching composition]. . Revista on line de la Sociedad Española de Didáctica de la Lengua y la Literatura [En línea] .
dc.relation.referencesCastelló, M. (2007). El proceso de composición de textos académicos. En M. Castello, A Iñesta, M. Miras, I. Sole, A. Teberosky y M. Zannoto (Eds.), Escribir y comunicarse en contextos científicos y académicos. Conocimientos y estrategias. Barcelona:Grao.
dc.relation.referencesCenoz, J. (2015). Content-based instruction and content and language integrated learning: the same or different? Language, Culture and Curriculum, , Vol. 28,( No. 1), 8–24. doi:10.1080/07908318.2014.1000922
dc.relation.referencesChan, S. (2015). Linguistic challenges in the mathematical register for EFL learners: linguistic and multimodal strategies to help learners tackle mathematics word problems. International Journal of Bilingual Education and Bilingualism, 18(3), 306-318. doi:https://sci-hub.se/https://doi.org/10.1080/13670050.2014.988114
dc.relation.referencesClark, I. (2003). “Invention”. In I. L. Clark, with B. Bamberg, D. Bowden, J. R. Edlund, L. Gerrard, S. Klein, J. N. Lippman, J. D. Williams. Concepts in Composition Theory and Practice in the Teaching of Writing. Associates, Publishers.
dc.relation.referencesCohen, L., Manion, L., & Morrinson, K. (2007). Research Methods in Education. New York: Routledge Taylor & Francis Group.
dc.relation.referencesColumba, L. (2012). Sorting mathematical representations: Words, symbols and graphs. Learning and Teaching Mathematics, 12, 3-8.
dc.relation.referencesCommunication in the Mathematics Classroom. (2010). ONTARIO.
dc.relation.referencesConnor, U., & Mbaye, A. (2002). Available from IUPUI ScholarWorks. http://hdl.handle.net/1805/2661. Annual Review of Applied Linguistics,, 22, 263-278. doi:DOI:10.1017/S0267190502000144
dc.relation.referencesCorzo, X., & Heidy, R. (2011). Approaches to Scaffolding in Teaching Mathematics in English. Latin American Journal of Content & Language Integrated Learning, 4(2), 13-20. doi:http://dx.doi.org/10.5294/laclil.2011.4.2.2
dc.relation.referencesCoulmas, F. (1991). The Writing Systems of the World. Wiley-Blackwell; Reprint edición (8 Enero 1991).
dc.relation.referencesCOULMAS, F. (2003). WRITING SYSTEMS- AN INTRODUCTION TO THEIR LINGUISTIC ANALYSIS. CAMBRIDGE UNIVERSITY PRESS.
dc.relation.referencesCoyle. (2006). Content and language integrated learning: Motivating learners and teachers. Scottish Languages Review, 13, 1-18.
dc.relation.referencesCoyle. (2007). Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5), 543-562. doi:10.2167/beb459.0
dc.relation.referencesCoyle, D., Hood , P., & Marsh, D. (2010). Content and Language Integrated Learning. Cambridge University Press.
dc.relation.referencesCraig, T., Morgan, C., Schuette, M., & Wagner, D. (2014). Language and communication in mathematics education: an overview of research in the field. ZDM Mathematics Education, 46(6), 843–853. doi:10.1007/s11858-014-0624-9
dc.relation.referencesCrandall, J. (1999). Cooperative language learning and affective factors. In Arnold, J. . Cambridge University Press.
dc.relation.referencesCreswell. (2014). Research Design. Qualitative, quantitative and mixed methods approaches. Revista Peruana de investigacióneducativa, 7, 185-189.
dc.relation.referencesCreswell, J. (2013). Qualitative Inquiry & Research Design: Choosing among Five Approaches (3rd ed.). . Thousand Oaks, CA: SAGE.
dc.relation.referencesCumming, A. (1989). Writing expertise and second language proficiency. Language Proficiency. Language Learning, 39(1), 81–135.
dc.relation.referencesCumming, A. (2001). Learning to Write in a Second Language: Two Decades of Research . Infernafional Journal of English Studies, 1(2), 1-23. doi:https://tspace.library.utoronto.ca/bitstream/1807/32148/1/Learning%20to%20Write%20in%20a%20Second%20Language-Two%20Decades%20of%20Research.pdf
dc.relation.referencesDalton-Puffer, C. (2007). DISCOURSE IN CONTENT AND LANGUAGE INTEGRATED LEARNING (Vol. 20). Amsterdam / Philadelphia: John Benjamins Publishing Company.
dc.relation.referencesDavison , D., & Pearce, D. (1998). Using writing activities to reinforce mathematics instruction. The Arithmetic Teacher, 35(8), 42-45.
dc.relation.referencesDenscombe, M. (2007). The good research guide for small-scale social research projects. New York: Open University Press.
dc.relation.referencesDíaz, P. S. (2006). Dificultades de Aprendizaje. Lima, Perú: Diseño, Ilustración e Impresión:Raul Peña S.A.C.
dc.relation.referencesDillenbourg, P. (1999). Chapter 1 (Introduction) What do you mean by 'collaborative learning'? Collaborative-learning: Cognitive and Computational Approaches, 1.
dc.relation.referencesDoughty, C. (2000). Negotiating the linguistic environment. . University of Hawaii Working Papers in ESL, , 18(2), 47-85.
dc.relation.referencesElliott, J. (2015). Educational action research as the quest for virtue in teaching. Educational Action Research, 23(1), 4-21. doi:10.1080/09650792.2014.994017
dc.relation.referencesEmig, J. (1997). Writing as a Mode of Learning. College Composition and Communication, 28, 122–128.
dc.relation.referencesFageeh, A. (2003). Saudi college students' beliefs regarding their English writing difficulties. Unpublished doctoral dissertation, Indiana University of Pennsylvania. , 2, 31-48.
dc.relation.referencesFernández. (2009). Spanish CLIL: Research and official actions. En A. Fernández-Fontecha, Content and language integrated learning: Evidence from research in Europe (pág. 3.21). Multilingual Matters.
dc.relation.referencesFernandez, , C., & Yoshida, M. (2004). Lesson Study A Japanese Approach To Improving Mathematics Teaching and Learning. Routledge.
dc.relation.referencesFerris, D., & Hedgcock, J. (2001). Teaching ESL Composition: Purpose, Process, and Practice. John S. Hedgcock, 35. doi:10.1016/S0889-4906(00)00006-5
dc.relation.referencesFlavell, J. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Lawrence Erlbaum. 231-235.
dc.relation.referencesFlower, L. (1994). The construction of negotiated meaning. A Social Cognitive Theory of Writing. Southern Illinois: . University Press.
dc.relation.referencesFontaine, L., Schönthal, D., Bowcher, W., & Wendy, L. (2019). IIntroduction to The Cambridge Handbook of Systemic Functional Linguistics, with dedication to Geoff Thompson. Cambridge University Press.
dc.relation.referencesFraenkel , J., & Wallen, N. (2003). How to design and evaluate research in education. New York: McGraw-Hill Company, Inc.
dc.relation.referencesFraenkel, J., & Wallen, N. (2006). How to design and evaluate research in education with PowerWeb (6th ed.). New York : NY: McGraw-Hill.
dc.relation.referencesFraenkel, J., Wallen, N., & Hyun, H. (2012). How to desIgn and evaluate research In educatIon (8th ed.). . New York: Mc Graw HIll.
dc.relation.referencesFreeman , D. (1998). Doing Teacher Research from Inquiry to Understanding. Boston, Us: Heinle Cengage Learning .
dc.relation.referencesGay, L., Mills, G., & Airasian, P. (2012). Educational Research: Competencies for Analysis and Applications, 10th Edition. Pearson.
dc.relation.referencesGee, J. (2007). Social Linguistics and Literacies: Ideology in Discourses (3rd ed.). . Routledge.
dc.relation.referencesGené-Gil, M., Juan-Garau, M., & Salazar-Noguera, J. (2015). Development of EFL writing over three years in secondary education: CLIL and non-CLIL settings. The Language Learning Journal, 43(3), 286–303. doi:doi: 10.1080/09571736.2015.1053278
dc.relation.referencesGenesee, F. (1994). Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community. New York: Cambridge University Press.
dc.relation.referencesGenesee, F. (1994). Integrating language and content: Lessons from immersion. The National Center for Research on Cultural Diversity and Second Language Learning, Educational Practice Report(11), 1-15. doi:Retrieved from https://escholarship.org/uc/item/61c8k7kh
dc.relation.referencesGoodnough, K. (2010). The role of action research in transforming teacher identity: modes of belonging and ecological perspectives. Educational Action Reasearch , 18, 167-182 . doi:https://doi.org/10.1080/09650791003740725
dc.relation.referencesGrabe, W. (2001). Reading-writing relations: Theoretical perspectives and instructional practices. Language Teaching, 49(3), 15-47.
dc.relation.referencesGrabe, W., & Kaplan, R. (1996). Theory and practice of writing : an applied linguistic perspective (Applied Linguistics and Language Study). New York: Longman; 1st edition.
dc.relation.referencesGuillén, D. Q. (2006). Alteraciones del lenguaje DISLALIAS. Circulo Paraguayo de Médicos Medicina Pre-paga, 5.
dc.relation.referencesHanesova, D. (2014). Development of critical and creative thinking skills in CLIL. JoLaCE : journal of language and cultural education.
dc.relation.referencesHannafin, M., & Hill, J. (1997). Student-Centered Learning and Interactive Multimedia: Status, Issues, and Implication. Contemporary Education, 68, 94-99.
dc.relation.referencesHeine , L. (2010). Problem Solving in a Foreign Language: A study in content and language integrated learning. De Gruyter Mouton.
dc.relation.referencesHerr, K., & Anderson, G. (2014). The Action Research Dissertation. U.S: SAGE Publications, Inc. SAGE Publications.
dc.relation.referencesHitchcock, G., & Hughes, D. (1995). Research and the Teacher: A Qualitative Introduction to School-based Research. London: Routledge.
dc.relation.referencesHonnert , A., & Bozan, S. (2005). Summary Frames: Language. Science Activities: Classroom Projects and Acquisition for Special Education and ELL Students, 42(2), 19-29. doi:https://doi.org/10.3200/SATS.42.2.19-29
dc.relation.referencesHuettman, E. (1992). Book Reviews : A Sense of Audience in Written Communication. The Journal of Business Communication, 29, 85–90.
dc.relation.referencesHumphrey , M., & Hourcade, J. (2010). Special Educators and Mathematics Phobia: An Initial Qualitative Investigation. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(1), 26-30. doi:https://doi.org/10.1080/00098650903267743
dc.relation.referencesInfante, D. J. ( 2003/2004). Dificultades en el Aprendizaje: Unificación de Criterios Diagnósticos. TECNOGRAPHIC, S.L.
dc.relation.referencesJanine M. Firmender, T. M., Firmender, J. M., Casa, T. M., & Colonnese, M. W. (2017, Oct). Write On. Retrieved from National Council of Teachers of Mathematics: https://www.nctm.org/Publications/Teaching-Children-Mathematics/2017/Vol24/Issue2/Write-On/
dc.relation.referencesJeong, H. (2015). Rubrics in the classroom: do teachers really follow them? Language Testing in Asia, 5(1). doi:10.1186/s40468-015-0013-5
dc.relation.referencesJohnson , D., & Johnson, R. (2002). Learning Together and Alone: Overview and Meta‐analysis. Asia Pacific Journal of Education, 22(1), 95-105. doi:doi.org/10.1080/0218879020220110
dc.relation.referencesJohnson, B., & Christensen, L. (2014). Educational Research. Quantitative, Qualitative, and Mixed Approaches. Thousand Oaks, California: SAGE Publications, Inc.
dc.relation.referencesJohnson, D., Johnson, R., & Holubec , E. (1998). Cooperatiae Learning in the Classroom. Association For Supervision and Curriculum Development.
dc.relation.referencesJohnson, D., Johnson, R., & Holubec, E. (2015). Advanced Cooperative Learning. Interaction Book Company.
dc.relation.referencesJoyner, J., & Reys, B. (2000). Principles and Standards for School Mathematics: What's in It for You? National Council of Teachers of Mathematics, 7(1), 26-29.
dc.relation.referencesKemmis, S., & Mc Taggart, R. (1988). The Action Research Planner. Melbourne: University Press .
dc.relation.referencesKirsch, G., & Roen, D. (1992). A Sense of Audience in Written Communication . College Composition and Communication, 43(1), 93-95. doi:https://doi.org/10.2307/357370
dc.relation.referencesKress, G. (2010). “The profound shift of digital literacies”. In Gillen, Julia; Barton, David.Digital Literacies. A research briefing by the technology enhanced learning phase of the teaching and learning research programme. London: London Knowledge.
dc.relation.referencesKristin Helstad, T. D. (2017, Oct 26). Exploring teaching academic literacy in mathematics in teacher education. Retrieved from Taylor & Francis Online : https://www.tandfonline.com/doi/full/10.1080/20004508.2017.1389225?src=recsys
dc.relation.referencesKrueger , R., & Casey , M. (2014). Focus Groups A Practical Guide for Applied Research. Thousand Oaks, California: SAGE Publications, Inc.
dc.relation.referencesKubota, Z. (2011). Translating Japanese teaching and learning practices for North American mathematics educational contexts. It’s not simple nor complicated. Toronto, Ontario: Unpublished doctoral dissertation in progress.
dc.relation.referencesKuzle, A. (2013). Promoting Writing in Mathematics: Prospective Teachers’ Experiences and Perspectives on the Process of Writing When Doing Mathematics as Problem Solving. CEPS Journal, 3(4), 41-59. doi:https://www.pedocs.de/volltexte/2014/8500/pdf/cepsj_2013_4_Kuzle_Promoting_writing_in_mathematics.pdf
dc.relation.referencesLa Montaña, G. (2020). Bilingual Program. Gimnasio La Montaña Bilingual Program. Bogotá, Colombia.
dc.relation.referencesLahuerta, A. C. (2017). Analysis of the effect of clil programmes on the written competence of secondary education students. Universidad de Oviedo revista de filología,, 169-184.
dc.relation.referencesLandone, E. (2004). El aprendizaje cooperativo del ELE: propuestas para integrar las funciones de la lengua y las destrezas colaborativas. Revista Electrónica de Didáctica del Español como Lengua Extranjera (redELE), 1(0).
dc.relation.referencesLave, J., & Wenger, E. (1991). Situated Learning Legitimate peripheral participation. Cambridge University Press. doi:doi/10.1017/CBO9780511815355
dc.relation.referencesLee, I., & Mak, P. (2018). Metacognition and Metacognitive Instruction in Second Language Writing Classrooms. TESOL Quarterly. doi:http://dx.doi.org/10.1002/tesq.436
dc.relation.referencesLumley, T. (2006). Assessing second language writing : the rater's perspective. Frankfurt am Main ;. New York : P. Lan.
dc.relation.referencesMaggs Rapport , F. (2008). Combining methodological approaches in research: ethnography and interpretive phenomenology. Journal Of Advance Nursing, 219-225.
dc.relation.referencesMacWHINNEY, B. (1991). Pragmatics of Language: Clinical Practice Issues. Springer Science+Business Media Dordrecht. doi:http://dx.doi.org/10.1007/978-1-4899-7156-2_5
dc.relation.referencesMariño , C. (2014). Towards implementing CLIL (content and language integrated learning) at CBS (Tunja, Colombia). Colombian Applied Linguistics Journal, 16(2), 151–160. doi:https://doi.org/10.14483/udistrital.jour.calj.2014
dc.relation.referencesMarrs, S., Zumbrunn, S., McBride, C., & Stringer, J. K. (2016, May-JuL). Exploring Elementary Student Perceptions of Writing Feedback. Retrieved from ERIC: https://eric.ed.gov/?q=%22writing+feedback%22&id=EJ1131811
dc.relation.referencesMarsh. (2002). Content and Language Integrated Learning. Edita: Servicio de Publicaciones de la Universidad de CórdobA.
dc.relation.referencesMarsh. (2008). Language awareness and CLIL. Encyclopedia of language and education, 6(238), 233-246. doi:https://doi.org/10.1007/978-0-387-30424-3_152
dc.relation.referencesMarsh. (2009). Foreword. En Y. Ruiz de Zarobe , & R. Jiménez Catalán, Content and Language Integrated Learning Evidence from Research in Europe (pág. 7). . Bristol, Buffalo, Toronto: Multilingual Matters.
dc.relation.referencesMarsh. (s.f.). Content and Languaje Integrated Learning (CLIL) A Development Trajectory. Edita: Servicio de Publicaciones de la Universidad de Córdoba.
dc.relation.referencesMarsh, D. (n.d.). USING LANGUAGES TO LEARN AND LEARNING TO USE LANGUAGES. Retrieved from http://archive.ecml.at/mtp2/clilmatrix/pdf/1uk.pdf
dc.relation.referencesMarsh, D., & Langé, G. (2000). Using languages to learn and learning to use languages : an introduction to content and language integrated learning for parents and young people. University of Jyväaskylá.
dc.relation.referencesMarsh, D., Perez , M., & Ráez-Padilla, J. (2015). CLIL in Action: Voices from the Classroom. Cambridge Scholars Publishing.
dc.relation.referencesMathematics, C. i. (2010). ONTARIO MINISTRY OF EDUCATION. Capacity Building Series.
dc.relation.referencesMcCafferty, S., Jacobs, G., & Iddings, A. (2006). Cooperative Learning and Second Language Teaching. Cambridge: Cambridge University Press.
dc.relation.referencesMcCaslin, M., & Hickey, D. (2001). Educational psychology, social constructivism, and educational practice: A case of emergent identity. Educational Psychologist, , 36(2), 133–140.
dc.relation.referencesMcDougald, J. (2009). The state of language and Content Instruction in Colombia. Latin American Journal of Content and Language Integrated Learning,, 2(2), 44–48. doi:https://doi.org/10.5294/laclil.2009.2.2.15
dc.relation.referencesMejía, A. (2011). The National Bilingual Programme in Colombia: Imposition or opportunity? Apples- Journal of Applied Language Studies. 5(3), 7-17.
dc.relation.referencesMercer, N., Dawes, L., & Staarman, J. (2009). Dialogic teaching in the primary science classroom. Language and Education,, 23(4), 353-369. doi:https://doi.org/10.1080/09500780902954273
dc.relation.referencesMerriam, S. (2009). Qualitative Research: A Guide to Design and Implementation. C.A: Jossey- Bass.
dc.relation.referencesMerriam, S., & Tisdell, E. (2016). Qualitative Research: A Guide to Design and Implementation . San Francisco, CA: Jossey-Bass.
dc.relation.referencesMertler, C. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research, and Evaluation, 7, 25. doi:https://scholarworks.umass.edu/pare/vol7/iss1/25/
dc.relation.referencesMettetal, G. (2001). The What, Why and How of Classroom Action Research. Journal of Scholarship of Teaching and Learning, 2.
dc.relation.referencesMills, G., & Airasian, P. (2012). Educational Research: Competencies for Analysis and Applications. Pearson.https://www.tandfonline.com/doi/full/10.1080/00098655.2012.691568?scroll=top&needAccess=true
dc.relation.referencesMills, K. (2010). A review of the "digital turn" in the new literacy studies. Review of Educational Research, 80, 246- 271.
dc.relation.referencesMinistry of Education. (2005). THE ONTARIO CURRICULUM, GRADES 1–8: MATHEMATICS. Obtenido de http://www.edu.gov.on.ca/eng/document/curricul/elementary/math1-8e.pdf
dc.relation.referencesMisty, A., & Yj, Q. (2014). Language, Mathematics and English Language Learners. p. 11.
dc.relation.referencesMonereo, C. (2007). Hacia un paradigma del aprendizaje estratégico: el papel de la mediación social, del self y de las emociones. Electronic Journal of Research in Educational Psychology, 5(3), 497-534.
dc.relation.referencesMontague , M., Krawec, J., Enders, C., & Dietz, S. (2014). The Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle-School Students of Varying Ability. Journal of Educational Psychology, 106(2), 469-48. doi:doi/10.1037/a0035176
dc.relation.referencesMontague, M. (2002). Mathematical problem solving instruction: Components, procedures, and materials. In M. Montague, & C. Warger (Eds.), Afterschool extensions: Including students with disabilities in afterschool programs. Reston, Va.: Exceptional Innovations.
dc.relation.referencesMontague, M. (2003). Solve It! A Practical Approach to Teaching Mathematical Problem Solving Skills . Exceptional Innovations .
dc.relation.referencesMontague, M., & Bos, C. (1990). Cognitive and metacognitive characteristics of eighth grade students’ mathematical problem solving. Learning and Individual Differences, 2(3), 371-388. doi:https://doi.org/10.1016/1041-6080(90)90012-6
dc.relation.referencesMontaña, G. L. (2019). Gimnasio la Montaña. Proyecto-Educativo-Institucional. Recuperado el 6 de 12 de 2019. . Obtenido de https://www.glm.edu.co/sobre-glm/pei/https://www.glm.edu.co/sobre-glm/pei/
dc.relation.referencesMyra J. Linden, A. W. (1 September 1990). Why Johnny Can't Write How to improve writing skills. New York: 1st Edition.
dc.relation.referencesNoffke , S., & Somekh, B. (2009). The SAGE Handbook of Educational Action Research. London: SAGE Publications LTD.
dc.relation.referencesNovotná, J., Hadj-moussová, Z., & Hofmannová, M. (2001). . eacher training for CLIL–Competences of a CLIL teacher. Proceedings SEMT,, 1, 122-126.
dc.relation.referencesNunan, D. (1999). Second Language Teaching & Learning. Boston: Heinle & Heinle.
dc.relation.referencesOlsen, W. (2012). Data Collection: Key Debates and Methods in Social Research. SAGE Publications Ltd. doi:https://doi.org/10.1002/job.1792
dc.relation.referencesOntario Ministry of Education. (2006). Problem solving and communication. A guide to effective instruction in mathematics, Kindergarten to grade 6, 2. doi:http://eworkshop.on.ca/edu/resources/guides/Guide_Math_K_6_Volume_2.pdf
dc.relation.referencesOuazizi, K. (2016). the effects of clil education on the subject matter (mathematics) and the target language (english). Latin American Journal of Content & Language Integrated Learning, 9, 110-137. doi:10.5294/laclil.2016.9.1.5
dc.relation.referencesPañi, M. G. (2019). Trabajo de investigación, previo a la obtención del grado académico de magister en la enseñanza del idioma inglés como lengua extranjera. ( Universidad Técnica de Ambato). Institutional Research Repository, Ecuador.
dc.relation.referencesPatton, M. (2002). Qualitative Research and Evaluation Methods. London: SAGE Publications, Inc.
dc.relation.referencesPeña, A. (2016). INTEGRATING LANGUAGE AND CONTENT IN FIRST GRADE IN A COLOMBIAN SCHOOL. INTEGRATING LANGUAGE AND CONTENT IN FIRST GRADE IN A COLOMBIAN SCHOOL. Bogotá, Colombia.
dc.relation.referencesPincas, A. (1982). Teaching English writing. Essential Language Teaching Series. MacMillan.
dc.relation.referencesPowell, A. (1997). Capturing, Examining, and Responding to Mathematical Thinking through Writing. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 71(1), 21-25. doi:https://doi.org/10.1080/00098659709599317
dc.relation.referencesPoyla, G. (1945). How to solve it. Princeton University Press, Princeton.
dc.relation.referencesPressley, M. (1995). More about the development of self-regulation: Complex, long-term, and thoroughly social. . Educational Psychologist, 30(4), 207–212.
dc.relation.referencesPugalee, D. (2001). Writing, Mathematics, and Metacognition: Looking for Connections Through Students’ Work in Mathematical Problem Solving. School Science and Mathematics , 101(5), 236-245. doi:https://doi.org/10.1111/j.1949-8594.2001.tb18026.x
dc.relation.referencesPugalee, D. (2005). Constructing a Model of Mathematical Literacy. Christopher-Gordon Publishers, INC.
dc.relation.referencesRaimes, A. (1983). Techniques in teaching writing. New York, NY : Oxford University Press.
dc.relation.referencesRamani , G. (2002). COOPERATIVE PLAY AND PROBLEM SOLVING IN PRESCHOOL CHILDREN. University of Pittsburgh.
dc.relation.referencesRichards, J., & Rodgers , T. (2001). Approaches and Methods in Language Teaching. Cambridge University Press. doi:https://www.novaconcursos.com.br/blog/pdf/richards-jack-c.-&-rodgers.pdf
dc.relation.referencesRodriguez , J. (2012). Content and Language Integrated Learning (CLIL): Considerations in the Colombian Context1. Gist Education and Learning Research Journal , 6, 177-189. Obtenido de Retrieved from https://latinjournal.org/index.php/gist/article/view/432
dc.relation.referencesRosas, L. C. (2018). Music videos and writing process in english as self-concept exploration and expression strategies for a 2 adolescent learners at a public school. (Universidad Pedagógica Nacional ). Institutional research repository.
dc.relation.referencesRoux, R. (2013). Slicing the Onion: Foreign Language Education Policy in Colombia and Mexico. En R. Roux, Slicing the Onion: Foreign Language Education Policy in Colombia and Mexico (págs. 179-188).
dc.relation.referencesRuiz, , Z., & Jimenez, R. (2009). Content and language integrated learning: Evidence from research in Europe.
dc.relation.referencesSams, C., & Mercer, N. (2006). Teaching Children How to Use Language to Solve Maths Problems. Language and Education,, 20(6), 507-528. doi:https://sci-hub.se/10.2167/le678.0
dc.relation.referencesSasaki, M., & Hirose , K. (1996). Explanatory Variables for EFL Students’ Expository Writing. Language Learning , , 46(1), 137-174. doi:doi/10.1111/j.1467-1770.1996.tb00643.x
dc.relation.referencesSavignon, S. (1991). Communicative Language Teaching: State of the Art”. TESOL. TESOL Quarterly , 25(2), 261-277. doi:https://doi.org/10.2307/3587463
dc.relation.referencesSchleppegrell, M. (2007). The Linguistic Challenges of Mathematics Teaching and Learning: A Research Review. Reading & Writing Quarterly,, 23(2), 139-159. doi:http://dx.doi.org/10.1080/10573560601158461
dc.relation.referencesSchoenfeld, A. (1985). Making sense of "Out Loud " Problem - Solving Protocols. The Journal of Mathematical Behaviour , 4, 171-191.
dc.relation.referencesSecretaria de Educacion., A. M. (2012). Lineamientos curriculares para los colegios pilotos hacia el bilingüismo. Obtenido de Repositorio Institucional Secretaría de Educación del Distrito.
dc.relation.referencesSerrano, M. C. (2010). ¿EN QUÉ CONSISTE LA DISORTOGRAFÍA? . Temas para la Educaciòn.
dc.relation.referencesShannon E.Bostiga, M. L. (2016, May). Moving Math in the Write Direction. Retrieved from National Council of Teachers of Mathematics: https://www.nctm.org/Publications/Teaching-Children-Mathematics/2016/Vol22/Issue9/Moving-Math-in-the-Write-Direction/
dc.relation.referencesShimizu, S., Isoda, M., Okubo, K., & Baba, T. (2005). Mathematics lesson study in Japan through diagrams. Tokyo: Meiji Tosho.
dc.relation.referencesShirley, T., Kumi, F., & Shiho, N. (2018). Development of bansho (board writing) analysis as a research method to improve observation and analysis of instruction in lesson study. International Journal for Lesson and Learning Studies, 7(3), 230-247.
dc.relation.referencesSierpinska, A. (1998). Sierpinska, A. (1998). Three epistemologies, three views of classroom communication: Constructivism, sociocultural approaches, int, Language and Communication in the Mathematics Classroom . Reston, VA: NCTM.
dc.relation.referencesSmith, A., & Kelly, A. (2015). Cognitive Processes. The Encyclopedia of Adulthood and Aging, First Edition. Edited by Susan Krauss Whitbourne., 1-4. doi:https://doi.org/10.1002/9781118521373.wbeaa213
dc.relation.referencesStahl, G. (2003). Knowledge Negotiation in Asynchronous Learning Networks. Proceedings of the 36th Hawaii International Conference on System Sciences (HICSS’03). doi:doi:10.1109/hicss.2003.1173632
dc.relation.referencesStigler, J., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: Summit Books.
dc.relation.referencesStonewater, J. (2002). The Mathematics Writer’s Checklist: The Development of a Preliminary Assessment Tool for Writing in Mathematics. . School Science and Mathematics, 102(7), 324–334. doi:doi:10.1111/j.1949-8594.2002.tb18216.x
dc.relation.referencesStrauss. (1987). Qualitative Analysis For Social Scientist. Cambridge University Press.
dc.relation.referencesStrauss, A., & Corbin, J. (1998). Basics of qualitative research : techniques and procedures for developing grounded theory. Thousand Oaks : Sage Publications.
dc.relation.referencesSuchman, L. (1987). Plans and situated actions: The problem of human-machine communication. New York: Cambridge University Press.
dc.relation.referencesSun, , R., Mathews, R., & Lane, S. (2007). Implicit and explicit processes in the development of cognitive skills: A theoretical interpretation with some practical implications for science education. En E. Vargios, Educational Psychology Research Focus, 1.
dc.relation.referencesSurmont, Struys, E., Van Den Noort, M., & Van De Craen, P. (2016). The effects of CLIL on mathematical content learning:. Studies in Second Language Learning and Teaching, 6(2), 319-337. doi:10.14746/ssllt.2016.6.2.7
dc.relation.referencesTaggart, G., Phifer, S., Nixon, J., & Wood, M. (1999). Rubrics: A handbook for Construction and Use. United States of America: R&L Education.
dc.relation.referencesTakahashi, A. (2006). Characteristics of Japanese mathematics lessons. . Tsukuba journal of educational study in mathematics, 25,(1), 37-44.
dc.relation.referencesTan, D., & Limjap, A. (2018). Filipino Students’ Use Of Metacognitive Skills In Mathematical Problem Solving: An Emergent Model. International Journal for Development Research,, 8(5), 20430-20439.
dc.relation.referencesTopping , K. (2009). Peer Assessment. . Theory Into Practice, 48(1), 20-27. doi:https://doi.org/10.1080/00405840802577569
dc.relation.referencesTorres, S. (2013). A role for lexical bundles in the implementation of Content and Language Integrated Learning programmes in Colombian universities. English Today, 29(02), 40–45. doi:10.1017/S0266078413000151
dc.relation.referencesTwining, P., Heller, R., Nussbaum, M., & Tsai, C. (2017). Some guidance on conducting and reporting qualitative studies. Computers & Education, 106, A1- A9
dc.relation.referencesUrquhart, V. (2009). Using Writing in Mathematics to Deepen Student Learning. p. 24.
dc.relation.referencesVan , L. (2004). The semiotics and ecology. UTBILDNING & DEMOKRAT, 13(3), 79-103.
dc.relation.referencesVan de Craen, Piet, Mondt, Allain, & Gao. (2007). Why and how CLIL works. An outline for a CLIL theory. Vienna English Working Papers, 16, 70-78.
dc.relation.referencesVan Waes, L. (2004). Collaborative writing in a digital environment. Information Design Journal, , 12(1), 73–75.
dc.relation.referencesWallace, Pearman, & Hail. (2007). Writing for Comprehension.
dc.relation.referencesWeimer, M. (2002). Learner-Centered Teaching Five Key Changes to Practice. Jossey-Bass.
dc.relation.referencesWells , J. (2008). Trying to Meet the Demands of English in a Global Market. A Critical Discussion of the National Bilingual Programme in Colombia. International Education Studies, 1(1), 10.
dc.relation.referencesWhittaker, R., Llinares, A., & McCabe, A. (2011). Written discourse development in CLIL at secondary school. Sage Journals, 15(3), 343-362. doi:https://doi.org/10.1177%2F1362168811401154
dc.relation.referencesWilson, J., & Clarke , D. (2004). Towards the Modelling of Mathematical. Mathematics Education Research Journal , 16(2), 25-48. doi:https://doi.org/10.1007/BF03217394
dc.relation.referencesWittrock, M. (1990). Handbook of research on teaching. New York: Macmillan Publishing Company.
dc.relation.referencesYasuda, S. (2019). Children's meaning-making choices in EFL writing: The use of cohesive devices and interpersonal resources. 85. doi:https://doi.org/10.1016/j.system.2019.102108
dc.relation.referencesYoshida, M. (2002). Developing effective use of the blackboard study. RBS Lesson Study Conference. doi:www.rbs.org/lesson_conference/2002/papers/ yoshida_blackboard.shtml
dc.relation.referencesYu, S., & Lee, I. (2016). Peer feedback in second language writing (2005–2014). Language Teaching,Cambridge University Press 20, 49(04), 461-493. doi:http://dx.doi.org/10.1017/S0261444816000161
dc.relation.referencesZarobea, Y., & Zenotzb, V. (2015). Reading strategies and CLIL: the effect of training in formal instruction. The Language Learning Journal, 43(3), 319-333. doi:10.1080/09571736.2015.1053284
dc.relation.referencesWiddowson, H. (1984). Explorations in applied linguistics 2. Oxford: OUP. Oxford : Oxford university press.
dc.publisher.facultyFacultad de Humanidadesspa
dc.type.localTesis/Trabajo de grado - Monografía - Maestríaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcceng
dc.description.degreenameMagister en Enseñanza de Lenguas Extranjerasspa
dc.description.degreelevelMaestríaspa
dc.type.driverinfo:eu-repo/semantics/masterThesiseng
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.description.abstractenglishThis action research project, conducted with second-grade students, investigated how Bansho mathematics teaching strategy influences second graders' EFL writing skills under the CLIL framework. It revealed that this area of literacy could be boosted and worked by considering a depth exploration of the possible benefits of the engaging approach derived from the integration of Mathematics methodologies and EFL learning. The findings provide information about the importance of increasing the meaningful view of writing skills and cooperative learning at this decisive education stage. Likewise, considering content areas methods to support high EFL competence levels, including insights into more effective ways to help learners within a CLIL environment at the primary school level.eng
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dc.type.versionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International


Files in this item

Thumbnail
Name:
Enhancing EFL Writing through ...
Size:
4.205Mb
Format:
PDF
View/Open

This item appears in the following Collection(s)

Show simple item record

https://creativecommons.org/licenses/by-nc-nd/4.0/
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/