Linguistic simplification of mathematics items: effects for language minority students in Germany

Haag, Nicole; Heppt, Birgit; Roppelt, Alexander; Stanat, Petra

doi:10.1007/s10212-014-0233-6

Cited by 29 publications

(21 citation statements)

References 40 publications

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“…Topics range from the role of the mental model of a given task, to the teaching language, language disadvantages or linguistic modifications of tasks (e.g. Leiß et al 2010;Prediger et al 2013;Haag et al 2015). In addition to this thematic extension, there has also been a considerable methodological development.…”

Section: Research Questions In the Field Of Mathematical Modellingmentioning

confidence: 99%

Mathematical Modelling

et al. 2019

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Mathematical modelling plays a prominent role in German mathematics education. The significance of modelling problems in school and in teacher education has increased over the last decades, accompanied by various research projects. In addition, there has been a vivid discussion on the implementation of modelling in schools. This chapter gives on overview on the current state of mathematical modelling in German speaking countries. After a short summary of the development of the past years, a widespread conceptualisation of modelling competence as well as its description within the German Educational standards is presented. Ways of implementing mathematical modelling in classrooms as well as in everyday lessons but also via modelling projects are described and an example of one of these problems worked on by students of grade 9 over two years is given. Furthermore, different modelling cycles are shown and their aims and usage in different circumstances are outlined. In addition, research questions currently being discussed are addressed and an example for a quantitative research project is given.

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Section: Research Questions In the Field Of Mathematical Modellingmentioning

confidence: 99%

Mathematical Modelling

et al. 2019

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“…For 30 years, research in mathematics education and linguistics has contributed to unpacking the connection between mathematical thinking and language, mainly with a focus on the lexical dimension (showing the relevance of extended vocabulary; see Pimm 1987;Schleppegrell 2007;Prediger and Zindel 2017) and the discourse dimension (identifying more complex discourse practices such as explaining and arguing; see Moschkovich 2015;Erath et al 2018). In the syntactic dimension, however, academic language demands occurring in mathematical learning processes have mainly been investigated with respect to language reception: By analyzing students' comprehension processes for mathematical texts in textbooks (Bailey 2007;Österholm and Bergqvist 2013) and assessments (Abedi 2006;Haag et al 2015;Leiss et al 2017), detailed knowledge has been gathered about potential syntactic obstacles. Whereas these studies have focused on the communicative role of the academic language register, little exploration of its epistemic role has been done with respect to students' oral language production in mathematical learning processes.…”

Section: Zunehmend Elaborierter Sprachgebrauch Von Elftklässlerinnen mentioning

confidence: 99%

“…So far, the syntactic dimension of language in mathematics has mainly been studied with respect to syntactic obstacles in language reception. By analyzing students' understanding of mathematical texts in textbooks (Bailey 2007;Österholm and Bergqvist 2013) and assessments (Abedi 2006;Haag et al 2015;Leiss et al 2017), some syntactic features have repeatedly been identified as potentially difficult in mathematics-related reading (see Abedi (2006) for an extensive research overview): active vs. passive voice, length of nominals (in compound nouns or complex nominal phrases), comparatives structure, complex prepositional phrases, and sub-clauses.…”

Section: Current Research On the Syntactic Dimension Of Academic Langmentioning

confidence: 99%

Eleventh Graders’ Increasingly Elaborate Language Use for Disentangling Amount and Change: A Case Study on the Epistemic Role of Syntactic Language Complexity

Prediger

Şahin-Gür

2019

J Math Didakt

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The syntactic dimension of academic language has often been studied with respect to students' difficulties with syntactic features in mathematical textbooks and test items, and these studies have contributed to understanding the communicative role of language. In contrast, the epistemic role of students' language use has mainly been explored in lexical and discourse dimensions. This research has shown that higher order cognitive demands require more elaborate language means. The aim of this article is to contribute to theorizing the epistemic role of syntactic language complexity by means of a topic-specific investigation using the mathematical topic of qualitative calculus, i.e., the informal meanings of amount and change. In order to do this, the learning process study presented in this article investigates 18 eleventh graders' conceptual pathways while dealing with challenging tasks on amount and change. The identification of different syntactic complexities in students' utterances provides an overview of the variance of possible phrase structures. Further, it shows that successive conceptual conciseness requires either increasing syntactic complexity or conceptual condensation. So increasing elaborateness in the lexical and syntactic dimensions seem to compensate each other.

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“…The strong connection between mathematics achievement and language proficiency is often investigated with respect to language biases in tests (Abedi, 2006;Haag, Heppt, Roppelt, & Stanat, 2015) and constraints in reading proficiency (Abedi & Lord, 2001;Hirsch, 2003). In these studies, language is mostly treated in its communicative role and tends to be considered as external to the core of mathematics.…”

Section: Language Gaps In Conceptual Understanding and Conceptual Devmentioning

confidence: 99%

School Academic Language Demands for Understanding Functional Relationships: A Design Research Project on the Role of Language in Reading and Learning

Prediger

Zindel

2017

EURASIA J MATH SCI T

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Acquiring conceptual understanding of functions is far from being trivial for most students, especially language learners. The article reports on a design research project with students in Grades 8-11 (n = 94) that fostered academic language learners' development of conceptual understanding in the interplay of different semiotic representations. Theoretical and qualitative analyses of students' learning pathways and obstacles allowed the specification of school academic language demands based on concept demands for dealing with functional relationships. The strong interplay between concept and language demands can be described by the correspondence of conceptual compaction of conceptual facets and the language-related condensation of their verbalizations.

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Linguistic simplification of mathematics items: effects for language minority students in Germany

Cited by 29 publications

References 40 publications

Mathematical Modelling

Mathematical Modelling

Eleventh Graders’ Increasingly Elaborate Language Use for Disentangling Amount and Change: A Case Study on the Epistemic Role of Syntactic Language Complexity

School Academic Language Demands for Understanding Functional Relationships: A Design Research Project on the Role of Language in Reading and Learning

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