Sprachkompetenz und Mathematikleistung – Empirische Untersuchung sprachlich bedingter Hürden in den Zentralen Prüfungen 10

Volume 13 Issue 7b Complete Issue

“…These so-called conceptual obstacles are often linked to comprehension obstacles. The comprehension of the underlying mathematics relations is necessary for understanding the given task (Prediger, Wilhelm, Büchter, Gürsoy, & Benholz, 2015).…”

“…The increasing research focus on equity and access for all learners (Secada, 1992;DIME, 2007) has added a third function, language as unequally distributed learning prerequisite, since limited language proficiency in the language of instruction can constrain the mathematical learning opportunities in mathematics classrooms ). This does not only apply to students whose family language differs from the language of instruction (students with minority languages or immigrant status, Haag, Heppt, Stanat, Kuhl, & Pant, 2013;OECD, 2007;Barwell et al, 2016) but also for monolingual students with under-privileged socioeconomic status (Heinze, Reiss, Rudolph-Albert, Herwartz-Emden & Braun, 2009;Prediger, Wilhelm, Büchter, Benholz, & Gürsoy, 2015). That is why monolingual and multilingual students with low language proficiency in the language of instruction are subsumed under the unifying construct "language learners" in this volume (cf.…”

“…This trend also applies to the recent PISA report on low performers' backgrounds (OECD, 2016). However, when language proficiency in the language of instruction is also controlled, it turns out to be the factor with the strongest connection to mathematics achievement, stronger than multilingualism, immigrant background, or socio-economic status (Prediger et al, 2015a;Heinze, Reiss, Rudolph-Albert, Herwartz-Emden, & Braun, 2009). We thus agree with Hirsch (2003) that a "chief cause of the achievement gap between socio-economic groups is a language gap" (p. 22).…”

“…Once the first variable and the dependent second variable are identified, the challenge in items (1) and (2) is reduced to finding out which quantity is given and which one is wanted and solving the given equation. However, many multilingual and monolingual students with low language proficiency could not activate this conceptual understanding in order to solve items of this type (Prediger, Wilhelm, Büchter, Benholz, & Gürsoy, 2015a). …”

Fostering the Mathematics Learning of Language Learners: Introduction to Trends and Issues in Research and Professional Development

“…The increasing research focus on equity and access for all learners (Secada, 1992;DIME, 2007) has added a third function, language as unequally distributed learning prerequisite, since limited language proficiency in the language of instruction can constrain the mathematical learning opportunities in mathematics classrooms (Snow & Uccelli, 2009). This does not only apply to students whose family language differs from the language of instruction (students with minority languages or immigrant status, Haag, Heppt, Stanat, Kuhl, & Pant, 2013;OECD, 2007;Barwell et al, 2016) but also for monolingual students with under-privileged socioeconomic status (Heinze, Reiss, Rudolph-Albert, Herwartz-Emden & Braun, 2009;Prediger, Wilhelm, Büchter, Benholz, & Gürsoy, 2015). That is why monolingual and multilingual students with low language proficiency in the language of instruction are subsumed under the unifying construct "language learners" in this volume (cf.…”