Matematiikkaa vai suomea? : S2-oppijoiden oma-aloitteiset kysymykset peruskoulun matematiikan oppitunneilla

Abstract

In recent years, learner-initiated actions have started to attract more and more attention in research on classroom interaction. It has been recognized that by taking the initiative and by actively contributing to the interaction learners take responsibility of their own learning processes. This article focuses on studentinitiated question sequences in a classroom of young adult immigrants studying mathematics in their second language (Finnish). The data consist of 12 videotaped lessons, and the main method of analysis is conversation analysis. The results show that while students are active in asking questions they rarely ask questions that explicitly deal with language. The analysis illustrates the challenges the students face in learning mathematical content through their second language and demonstrates how language and subject content are intertwined.