2021
DOI: 10.3389/fpsyg.2021.533141
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How the Language of Instruction Influences Mathematical Thinking Development in the First Years of Bilingual Schoolers

Abstract: The present research study focuses on how the language of instruction has an impact on the mathematical thinking development as a consequence of using a language of instruction different from the students’ mother tongue. In CLIL (Content and Language Integrated Learning) academic content and a foreign language are leant at the same time, a methodology that is widely used in the schools in the present times. It is, therefore, our main aim to study if the language of instruction in second language immersion prog… Show more

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Cited by 9 publications
(21 citation statements)
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“…be clear, what is critical here is not that bilinguals show no differences in processing multiplication facts across their languages, because many studies have shown that they can, as mentioned above. Language differences can have real-world implications on the efficiency and accuracy of performing simple arithmetic in daily life [5,[75][76][77]. The impact of bilingualism on math cognition continues to be an important avenue of investigation without a doubt.…”
Section: Discussionmentioning
confidence: 99%
“…be clear, what is critical here is not that bilinguals show no differences in processing multiplication facts across their languages, because many studies have shown that they can, as mentioned above. Language differences can have real-world implications on the efficiency and accuracy of performing simple arithmetic in daily life [5,[75][76][77]. The impact of bilingualism on math cognition continues to be an important avenue of investigation without a doubt.…”
Section: Discussionmentioning
confidence: 99%
“…In this case, it will allow students to have different visualizations of the signs (symbols) they see. Meanwhile, according to experts (Amirbostaghi et al, 2021;Bermejo et al, 2021;Esuong et al, 2023) reveal that different individuals can build different interpretations of the same sign (symbol) so that they can effectively create a sign. different for the same object.…”
Section: Discussionmentioning
confidence: 99%
“…Several previous research results from experts have revealed that students' understanding of mathematical language and symbols is still limited (Amirbostaghi et al, 2021;Bardini & Pierce, 2015;Bermejo et al, 2021;Chin & Pierce, 2019;Hassidov & Ilany, 2017. Understanding language and mathematical symbols has an impact on students' mathematical literacy abilities, especially in problem-solving (OECD, 2022).…”
Section: Introductionmentioning
confidence: 99%
“…Because of their associations with academic outcomes reported in the literature, the following 13 potential confounders were taken into account: sex of the child (Anastas & Reinherz, 1984); prematurity (Patil & Metgud, 2014); low birth weight (Chatterji et al, 2014); ethnic origin (Nitardy et al, 2015); immigrant status of the mother (Sullivan et al, 2016); language spoken at home (Bermejo et al, 2021); insufficient family income (Hair et al, 2015); maternal education level (Tamayo Martinez et al, 2022); coercive parental practices (Alyahri & Goodman, 2008); smoking (Kristjansson et al, 2018); or use of drugs or alcohol during pregnancy (Richardson et al, 2002); and maternal depression (Murray et al, 2010). These confounders were assessed through a computerized questionnaire completed by an interviewer at the home of the families when the child was 5 months old, except for parental practices, which was part of an auto‐administered questionnaire completed by the mother.…”
Section: Methodsmentioning
confidence: 99%