Academic Journal
Different Languages, Different Mathematics Learning
| العنوان: | Different Languages, Different Mathematics Learning |
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| اللغة: | English |
| المؤلفون: | Margarida César, Ricardo Machado |
| المصدر: | REDIMAT - Journal of Research in Mathematics Education. 2024 13(2):180-198. |
| الاتاحة: | 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 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | 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 |
| مصطلحات جغرافية: | Cabo Verde, Portugal |
| تدمد: | 2014-3621 |
| مستخلص: | 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 |
| رقم الانضمام: | EJ1433423 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2014-3621 |
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