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Route Description in Iwaidja: Grammar and Conceptualisation of Motion

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Title: Route Description in Iwaidja: Grammar and Conceptualisation of Motion
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
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  Data: 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
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  Data: 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.
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