Language Challenges in Mathematics Education: A Literature Review

Autor/inn/en	Jourdain, Laura; Sharma, Sashi
Titel	Language Challenges in Mathematics Education: A Literature Review
Quelle	In: Waikato Journal of Education, 21 (2016) 2, S.43-56 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2382-0373
Schlagwörter	Mathematics Instruction; Language of Instruction; Teaching Methods; Barriers; Vocabulary; Reading Skills; Writing Skills; English Language Learners; Language Usage; English for Academic Purposes; Translation; Syntax; Code Switching (Language); Word Problems (Mathematics); Mathematical Logic; Family Environment; Visual Aids; Cooperative Learning; Manipulative Materials; Mathematical Concepts; Concept Formation; Puzzles; Educational Games; Journal Writing + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatz; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Sprachgebrauch; Textaufgabe; Mathematical logics; Mathematische Logik; Familienmilieu; Anschauungsmaterial; Kooperatives Lernen; Hilfsmittel; Concept learning; Begriffsbildung; Legespiel; Educational game; Lernspiel; Zeitschriftenaufsatz
Abstract	Traditionally, the difficulties associated with mathematics were largely seen as coming from the cognitive demands of mathematics itself. It is now accepted that language and mathematics are connected in mathematics learning and teaching, and, the potential challenges of language in mathematics have been investigated by a number of researchers. This paper reviews research by applied linguists and mathematics educators to highlight the linguistic challenges of mathematics and suggests pedagogical strategies to help learners in mathematics classrooms. The linguistic challenges include the linguistic features that may make mathematical texts hard to understand, vocabulary in academic mathematics, and reading and writing in facilitating the learning of mathematics. Research on pedagogical practices supports developing mathematics knowledge through attention to the way language is used, suggesting strategies for moving students from informal, everyday ways of talking about mathematics into the registers that construe more technical and precise meanings. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01