Route Description in Iwaidja: Grammar and Conceptualisation of Motion
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| Title: | Route Description in Iwaidja: Grammar and Conceptualisation of Motion |
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| Language: | English |
| Authors: | Edmonds-Wathen, Cris |
| Source: | PNA. 2016 11(1):53-74. |
| Availability: | Universidad de Granada Didáctica de la Matemática: Persamiento Numerico, FQM-193. Campus de Cartuja, Granada, Spain 18071. Tel: +34-958-241503; Fax: +34-958-246359; e-mail: pna@ugr.es; Web site: http://www.pna.es |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Grammar, Uncommonly Taught Languages, Indigenous Populations, Mathematical Concepts, Language of Instruction, Structural Grammar, Spatial Ability, Mathematics Instruction, Mathematics Education, Teaching Methods, Mathematical Formulas |
| Geographic Terms: | Australia |
| ISSN: | 1886-1350 |
| Abstract: | This study focussed on the effect of grammar of Iwaidja, an indigenous Australian language, on mathematical conceptualisation. It investigated route description in Iwaidja. Spatial concepts such as direction, height and movement in relation to another object are briefly described using examples. Differences between English and Iwaidja are used to illustrate the some of the impact of grammar on mathematical conceptualisation. The implications are discussed in terms of how understanding these grammatical features can help teachers, especially when children are not fluent in the language of instruction, as well as providing keys to cross-linguistic investigations of mathematical cognition. |
| Abstractor: | As Provided |
| Number of References: | 26 |
| Entry Date: | 2016 |
| Accession Number: | EJ1117401 |
| Database: | ERIC |
| Abstract: | This study focussed on the effect of grammar of Iwaidja, an indigenous Australian language, on mathematical conceptualisation. It investigated route description in Iwaidja. Spatial concepts such as direction, height and movement in relation to another object are briefly described using examples. Differences between English and Iwaidja are used to illustrate the some of the impact of grammar on mathematical conceptualisation. The implications are discussed in terms of how understanding these grammatical features can help teachers, especially when children are not fluent in the language of instruction, as well as providing keys to cross-linguistic investigations of mathematical cognition. |
|---|---|
| ISSN: | 1886-1350 |
