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Different Languages, Different Mathematics Learning

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Title: Different Languages, Different Mathematics Learning
Language: English
Authors: Margarida César, Ricardo Machado
Source: REDIMAT - Journal of Research in Mathematics Education. 2024 13(2):180-198.
Availability: Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail: info@hipatiapress.com; Web site: https://hipatiapress.com/hpjournals/index.php/ijep/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Mathematics Instruction, Native Language, Portuguese, Creoles, Phonetics, Thinking Skills, Learning Processes, Cooperative Learning, Teaching Methods, Language Classification, Problem Solving, Student Empowerment, Cross Cultural Studies, Mathematics Achievement, Foreign Countries, Visual Aids, Elementary School Students, Secondary School Students, Comparative Education
Geographic Terms: Cabo Verde, Portugal
ISSN: 2014-3621
Abstract: Culture shapes pupils' mathematical learning, their performances and life trajectories of participation (César, 2013a, 2013b). It also contributes to the senses they attribute to mathematical learning (Bakhtin, 1929/1981). Using collaborative work and interempowerment mechanisms facilitates knowledge appropriation (César, 2009). This is particularly important for pupils participating in minority cultures, socially undervalued and whose L1 is not the instruction language. Bi-univocal culture mediation (César, 2017b) is important regarding empowerment. We used an instrument to evaluate pupils' abilities and competencies (IACC), conceived by the "Interaction and Knowlwdge" (IK) team (Machado, 2014), and other mathematical tasks. The goal we address is to trace the differences between their approaches to problems, mathematical reasoning and solving strategies used by pupils whose L1 is ideographic (Creole, Cape Verde) or phonetic (Portuguese). We developed an intrinsic case study (Stake, 1995). The main participants are the pupils from almost 600 classes (all over Portugal and Cape Verde) who participated in the IK. The analysis of some examples illustrates that L1 shapes pupils' approaches to problems, mathematical reasoning and solving strategies. This evidence plays an important role in their access to school achievement and in teachers' understanding about how they can promote pupils' mathematical learning.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1433423
Database: ERIC
FullText Text:
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  Data: Different Languages, Different Mathematics Learning
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Margarida+César%22">Margarida César</searchLink><br /><searchLink fieldCode="AR" term="%22Ricardo+Machado%22">Ricardo Machado</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22REDIMAT+-+Journal+of+Research+in+Mathematics+Education%22"><i>REDIMAT - Journal of Research in Mathematics Education</i></searchLink>. 2024 13(2):180-198.
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  Data: Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail: info@hipatiapress.com; Web site: https://hipatiapress.com/hpjournals/index.php/ijep/
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  Data: 19
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Portuguese%22">Portuguese</searchLink><br /><searchLink fieldCode="DE" term="%22Creoles%22">Creoles</searchLink><br /><searchLink fieldCode="DE" term="%22Phonetics%22">Phonetics</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Classification%22">Language Classification</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Cross+Cultural+Studies%22">Cross Cultural Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Education%22">Comparative Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cabo+Verde%22">Cabo Verde</searchLink><br /><searchLink fieldCode="DE" term="%22Portugal%22">Portugal</searchLink>
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  Data: 2014-3621
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Culture shapes pupils' mathematical learning, their performances and life trajectories of participation (César, 2013a, 2013b). It also contributes to the senses they attribute to mathematical learning (Bakhtin, 1929/1981). Using collaborative work and interempowerment mechanisms facilitates knowledge appropriation (César, 2009). This is particularly important for pupils participating in minority cultures, socially undervalued and whose L1 is not the instruction language. Bi-univocal culture mediation (César, 2017b) is important regarding empowerment. We used an instrument to evaluate pupils' abilities and competencies (IACC), conceived by the "Interaction and Knowlwdge" (IK) team (Machado, 2014), and other mathematical tasks. The goal we address is to trace the differences between their approaches to problems, mathematical reasoning and solving strategies used by pupils whose L1 is ideographic (Creole, Cape Verde) or phonetic (Portuguese). We developed an intrinsic case study (Stake, 1995). The main participants are the pupils from almost 600 classes (all over Portugal and Cape Verde) who participated in the IK. The analysis of some examples illustrates that L1 shapes pupils' approaches to problems, mathematical reasoning and solving strategies. This evidence plays an important role in their access to school achievement and in teachers' understanding about how they can promote pupils' mathematical learning.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 180
    Subjects:
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Native Language
        Type: general
      – SubjectFull: Portuguese
        Type: general
      – SubjectFull: Creoles
        Type: general
      – SubjectFull: Phonetics
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Language Classification
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Student Empowerment
        Type: general
      – SubjectFull: Cross Cultural Studies
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Visual Aids
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Comparative Education
        Type: general
      – SubjectFull: Cabo Verde
        Type: general
      – SubjectFull: Portugal
        Type: general
    Titles:
      – TitleFull: Different Languages, Different Mathematics Learning
        Type: main
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          Name:
            NameFull: Margarida César
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            NameFull: Ricardo Machado
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              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-electronic
              Value: 2014-3621
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              Value: 13
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            – TitleFull: REDIMAT - Journal of Research in Mathematics Education
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