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Thinking about numbers in different tongues: An overview of the influences of multilingualism on numerical and mathematical competencies.

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Title: Thinking about numbers in different tongues: An overview of the influences of multilingualism on numerical and mathematical competencies.
Authors: Schiltz, Christine (AUTHOR), Lachelin, Rémy (AUTHOR), Hilger, Vera (AUTHOR), Marinova, Mila (AUTHOR)
Source: Psychological Research. Nov2024, Vol. 88 Issue 8, p2416-2431. 16p.
Subjects: Mathematical ability, Multilingualism, Research personnel, Arithmetic, Transcoding
Abstract: In an increasingly multilingual and multicultural world, understanding the interactions between language and mathematics is critical, especially when individuals must acquire and exercise their mathematical competencies in multiple languages. Indeed, research shows that, overall, L2 language learners are at an academic disadvantage compared to their L1 peers. The current article briefly overviews how multilingualism influences basic and advanced mathematical skills and interacts with mathematical learning difficulties. We first outline the traditional cognitive models of number learning and language processing. We then discuss the particularities of multilingualism and how it impacts numerical skills such as counting and building lexical-semantic associations, transcoding and arithmetic, mathematical word problems and mathematical performance tests, and dyscalculia diagnosis. We end this review by outlining challenges, recommendations, and solutions for multilingual educational settings. The article is intended as a guide for numerical cognition researchers who work with diverse populations and for mathematics educators and educational policy-makers facing the challenges of a multilingual classroom. [ABSTRACT FROM AUTHOR]
Copyright of Psychological Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Thinking about numbers in different tongues: An overview of the influences of multilingualism on numerical and mathematical competencies.
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  Data: <searchLink fieldCode="AR" term="%22Schiltz%2C+Christine%22">Schiltz, Christine</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lachelin%2C+Rémy%22">Lachelin, Rémy</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hilger%2C+Vera%22">Hilger, Vera</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Marinova%2C+Mila%22">Marinova, Mila</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Psychological+Research%22">Psychological Research</searchLink>. Nov2024, Vol. 88 Issue 8, p2416-2431. 16p.
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  Data: In an increasingly multilingual and multicultural world, understanding the interactions between language and mathematics is critical, especially when individuals must acquire and exercise their mathematical competencies in multiple languages. Indeed, research shows that, overall, L2 language learners are at an academic disadvantage compared to their L1 peers. The current article briefly overviews how multilingualism influences basic and advanced mathematical skills and interacts with mathematical learning difficulties. We first outline the traditional cognitive models of number learning and language processing. We then discuss the particularities of multilingualism and how it impacts numerical skills such as counting and building lexical-semantic associations, transcoding and arithmetic, mathematical word problems and mathematical performance tests, and dyscalculia diagnosis. We end this review by outlining challenges, recommendations, and solutions for multilingual educational settings. The article is intended as a guide for numerical cognition researchers who work with diverse populations and for mathematics educators and educational policy-makers facing the challenges of a multilingual classroom. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychological Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Nov2024
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