Using Two Languages When Learning Mathematics

Moschkovich, Judit

doi:10.1007/s10649-005-9005-1

Cited by 178 publications

(138 citation statements)

References 28 publications

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“…Barwell, 2003;Moschkovich, 2007). Previous research based on survey data concerning the effectiveness of different teaching patterns does not show such an unambiguous picture (Seidel & Shavelson, 2007).…”

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confidence: 97%

Instructional responsibility in mathematics education: modelling classroom teaching using Swedish data

Hansson

2010

Educ Stud Math

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There is an international trend in mathematics education of antiauthoritarianism, emphasising cooperative learning and students' autonomous search for knowledge. In Sweden, this is framed by 'students' independent work', characterised by only limited amounts of teacher-student and student-student interaction and communication and a low level of teacher responsibility for knowledge generation. Research investigating occurrence and effects of different dimensions of instructional responsibility and authority in classroom practise, however, often takes the very presence of instructional responsibility for granted. In this paper, an alternative model for description and analysis of instructional practice is proposed, which challenges the potential of the traditional division into teacher-versus student-centred modes of instruction. Theoretical starting points for conceptualising and defining mathematics classroom practices focus on instructional responsibility both for knowledge generation and for how this responsibility would be expressed in instructional practice. It was also investigated how this model corresponds with data from TIMSS 2003. The empirical results supported the possibility of adopting this alternative perspective in modes of instruction.

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confidence: 97%

Instructional responsibility in mathematics education: modelling classroom teaching using Swedish data

Hansson

2010

Educ Stud Math

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“…Mathematics is, however, demanding and contextspecific type of problem-solving in which students explore deeply and explain problem-solving strategies, rather than merely memorizing formulas and algorithms [10]. Argumentation, persuasion, and precision in terminology are the basis of much of mathematics meaning that ELLs require English proficiency as well as target mathematical vocabulary and general academic language.…”

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confidence: 99%

“…Treat language as a resource, not a deficit [9] 2. Address much more than vocabulary and support ELLs' participation in mathematical discussions as they learn English [10]. 3.…”

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confidence: 99%

Strengthening Oral Language Skills in Mathematics for English Language Learners Through Desmos® Technology

Caniglia

Borgerding

Meadows

2017

Int. J. Emerg. Technol. Learn.

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Abstract-A major focus of teaching English Language Learners (ELL) in mathematics classrooms is to provide multiple opportunities for students to use authentic language. Barrier games offer ELLs a balance between productive (speaking, writing) and receptive (listening, reading) language. In a barrier game, students work in pairs to complete an information gap activity where learners are missing the information they need to complete a task and need to talk to each other to find it. With Desmos®' Polygraph program, students are provided online tools for transforming informal language into formal language similar to a Barrier Game. Following a background of barrier games in mathematics, this article will provide a detailed description of Polygraph and its potential for all students to learn and apply authentic mathematical language.

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“…Each word must be linked with concepts and ideas which underpin its meaning. Links made over time eventually allow students to comprehend that word across a range of contexts Moschkovich, 2005), although as concepts can be represented very differently across different languages, this process takes time. In the 'fast mapping' stage of learning, students link available conceptual and contextual information to the word they hear (Kan & Kohnert, 2008).…”

Section: Group Resultsmentioning

confidence: 99%

“…Each word must be linked with the concepts and ideas which underpin its meaning . As students engage with the curriculum, they develop networks of conceptual knowledge that lead to the use of mathematical discourse: an ability to explain ideas, describe patterns and generalise conceptual knowledge across contexts (Moschkovich, 2005). The process of mapping language to underlying conceptual knowledge is now understood to be a 'crucial issue in mathematics teaching ' (Clarkson, 2009).…”

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Language difference and disorder in early sequential bilingual children

Hemsley¹

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This thesis explores the language development of early sequential bilingual (ESB) children.This group speak a language other than English at home (L1) and are introduced to English before the age of five years. Although over 20% of school age children in Australia are ESB, there is limited literature investigating typical language development in this group. This presents a unique challenge for speech-language pathologists (SLPs) working with ESB children. Without a benchmark for typical language development, it is difficult to validly discern atypical development and identify language disorder.This thesis has a strong clinical focus, providing essential foundations for Australian SLPs in an area where none currently exist. It is divided into three sections, each addressing a key area of clinical knowledge: understanding typical development, identifying disordered development, and intervention. The findings are considered within a dynamic interactive processing framework of language (Kohnert, , 2013 which considers interactions between language and the environment, as well as interactions between language and other cognitive systems within the individual.Section 1 presents two papers investigating the features of typical L1 and L2 lexical development in Australian ESB children. First, a longitudinal study investigated L1 and L2 lexical development during the initial stages of L2 exposure. Nine Samoan-English ESB children and matched monolingual controls were assessed four times during their first two years at school. Patterns of ESB lexical learning were identified between and within each language. Importantly, this study highlighted composite scoring as a valid methodology for assessing the lexical skills of ESB children.Data from the longitudinal study revealed a second element of language learning in SamoanEnglish bilinguals. Receptive and expressive vocabulary tasks evaluated acquisition of four word types: cognates, matched nouns, phrasal nouns and holonyms. Each word type had varying phonological and conceptual difference between Samoan (L1) and English (L2).Results highlighted conceptual distance between L1 and L2 as a key factor in L2 lexical acquisition. The children acquired L2 lexical items earlier if their conceptual representation was similar to that of L1. Words with greater conceptual distance between L1 and L2 (phrasal nouns and holonyms) emerged more slowly. This suggests that L1 influences L2 lexical acquisition in this population.iii The second section of this thesis investigates how assessment can validly differentiate language difference from disorder in Australian ESB children. Knowledge of typical ESB language development was used as a means to identify disordered language development. A single case series presented the cases of school age sequentially bilingual children. A range of clinically feasible, culturally sensitive assessment techniques were utilised to achieve valid differential diagnosis. The cases suggest two essential standards for evaluating bilingual language developm...

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Using Two Languages When Learning Mathematics

Cited by 178 publications

References 28 publications

Instructional responsibility in mathematics education: modelling classroom teaching using Swedish data

Instructional responsibility in mathematics education: modelling classroom teaching using Swedish data

Strengthening Oral Language Skills in Mathematics for English Language Learners Through Desmos® Technology

Language difference and disorder in early sequential bilingual children

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