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CURRICULUM & TEACHING STUDIES

Pointed polysynchronous interactions in CLIL mathematics class during the COVID-19 pandemic: Translation, translanguaging, and trans-semiotizing

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Article: 2208776 | Received 17 Feb 2022, Accepted 25 Apr 2023, Published online: 10 May 2023

Figures & data

Figure 1. Teacher A’s photovoice – free or sense-to-sense translation, visuals, and mathematical functions.

Figure 1. Teacher A’s photovoice – free or sense-to-sense translation, visuals, and mathematical functions.

Figure 2. Teacher A’s photovoice – literal translation, numbers, and visuals.

Figure 2. Teacher A’s photovoice – literal translation, numbers, and visuals.

Figure 3. Teacher A’s photovoice – visuals, colors, and keywords.

Figure 3. Teacher A’s photovoice – visuals, colors, and keywords.

Figure 4. Teacher B’s photovoice – numbers, referential questions, and students critical thinking skills.

Figure 4. Teacher B’s photovoice – numbers, referential questions, and students critical thinking skills.

Figure 5. Teacher B’s photovoice – how to add with fingers.

Figure 5. Teacher B’s photovoice – how to add with fingers.

Figure 6. Teacher A’s photovoice – students’ misspelling in encoding numbers to English.

Figure 6. Teacher A’s photovoice – students’ misspelling in encoding numbers to English.

Figure 7. Teacher B’s photovoice - Teacher A’s clarification about two different words pronunciations.

Figure 7. Teacher B’s photovoice - Teacher A’s clarification about two different words pronunciations.