Reference : Quels impacts des contextes socio-économique et linguistique sur l’apprentissage des ...

	Document type :	Scientific congresses, symposiums and conference proceedings : Unpublished conference
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/55854

Title :	Quels impacts des contextes socio-économique et linguistique sur l’apprentissage des mathématiques au Luxembourg ?
Language :	French
Translated title :	[en] What is the impact of different socio-economic and linguistic backgrounds on learning mathematics in Luxembourg?
Author, co-author :	Gamo, Sylvie [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
	Vlassis, Joëlle [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
	Sonnleitner, Philipp [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
	Ugen, Sonja [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
	Keller, Ulrich [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
	Rathmacher, Yannick [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
	Fischbach, Antoine [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
Publication date :	17-Aug-2023
Peer reviewed :	Yes
Audience :	International
Event name :	Commission for the Study and Improvement of Mathematics Teaching 74
Event date :	from 15-08-2023 to 19-08-2023
Event organizer :	University of Malmö
Event place (city) :	Malmö
Event country :	sweden
Keywords :	[en] School monitoring ; Mathematics ; Multilingual classroom ; Translanguaging
Abstract :	[en] This article presents the results of longitudinal data collection from the Luxembourg national school monitoring (Standardised Tests, ÉpStan) on the mathematical performance of students with a regular or delayed school career from grade 3 to grade 9 according to their linguistic and socio-economic backgrounds. Since Luxembourg has a trilingual education system and a high level of immigration, the extent to which students' linguistic and socio-economic backgrounds influence their educational path will be addressed. The results prove with what Martin and Houssemand had already shown in 2003: multilingualism and the socio-economic background of students, as practiced in Luxembourg, negatively influence the acquisition of mathematical skills. Moreover, this influence increases over the years, which reduces the efficiency and equity of the educational system. In conclusion, recommendations for teaching mathematics in multilingual classrooms will be proposed in order to promote equal opportunities for students attending school in Luxembourg, and to help them develop their skills to the fullest.
Research centres :	University of Luxembourg, LUCET
Target :	Researchers
Permalink :	http://hdl.handle.net/10993/55854

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