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The purpose of this article is to analyse the mathematic lessons of two primary school teachers from two different sociolinguistic contexts. The study analyses the didactic interactions that emerge when combing language and mathematics, and how each type of interaction contributes to the collective construction of knowledge. Along with this, when working on mathematic activities, difficulties that teachers and students have to confront have emerged in each sociolinguistic context, and the scaffolding strategies applied by each teacher have been analysed. [ABSTRACT FROM AUTHOR]

The main aim of this project is to use music as a methodological resource in mathematics. To that end, a practical activity has been done to differentiate even and odd numbers. The project has been carried out in the first year of Primary Education. To connect with music and to achieve group coordination, appropriate references and habits have been offered and fostered. The comprehension of mathematic concepts has been possible through rhythm activities. After finishing the piece of work, the conclusion was that the activities of musical expression lead to important benefits in the learning process in mathematics. [ABSTRACT FROM AUTHOR]