TEACHING FRACTIONS TO BILINGUAL STUDENTS: A CASE STUDY IN SCHOOLS OF THE DODECANESE, GREECE

Andreas Marinos

Abstract


In this study we present a method for the simultaneous interaction of many bilingual students by the use of tests. Its application was to fractions, where the difficulties were deemed to be the basis of a theoretical model. With this same theoretical model we created a teaching method for the teaching of fractions. First there was an evaluation of the situation, followed by the drawing up of a teaching scheme on themes of language to improve communication between pupil and teacher. Subsequent examination that there was an improvement in the students’ comprehension of fractions. 

 

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representations, factual Greek schools, language in teaching, bilingual

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DOI: http://dx.doi.org/10.46827/ejes.v8i11.3995

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