The research project partly presented in this paper aims at investigating the potential of the design of learning environments based on research to enhance language for mathematics learning in order to foster conceptual and language development. In this paper I present a collaboratively designed learning environment on angles, with a focus on enhancing classroom discourse to adapt to the conceptual development of most students in 6th grade. The theoretical background of the research combines Vygotskian and Bakhtinian points of view on language, and relies on the idea of a secondarising process of discourse. An empirical investigation of the enacted learning environment revealed its potential to enhance classroom discourse and students’ conceptual and language development by introducing an explicit distinction between empirical and theoretical aspects of measurement concepts. The findings include the identification of conditions and limitations to be addressed in the design and instructional practices of mathematics- and language-integrated interventions, in general, and for the next steps of the current project.

本文部分提出的研究项目旨在研究基于研究的学习环境设计的潜力，以增强数学学习的语言以促进概念和语言的发展。在本文中，我提出了一个从角度出发设计的协作学习环境，重点是增强课堂话语以适应大多数6年级学生的概念发展。该研究的理论背景结合了维果斯基（Vygotskian）和巴赫金（Bakhtinian）关于语言的观点，并依赖于话语第二次化过程的思想。对已制定的学习环境进行的实证研究表明，通过引入测量概念的实证和理论方面的明确区别，它有可能增强课堂话语以及学生的概念和语言发展。研究结果包括确定条件和局限性，这些条件和局限性是在总体上将数学和语言集成的干预措施的设计和教学实践中解决的，以及在当前项目的后续步骤中应解决的。