Visit www.benjamins.com

Conceptualizing the interaction between language and mathematics

MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.

Buy this article

Price: £15.00+Taxes
Add to favourites

An integrated language and mathematics model of word problem solving processes in English as a foreign language

The full text of this article is not currently available.
/content/journals/10.1075/jicb.3.2.06ber
dcterms_subject,pub_keyword
6
3
Loading
/content/journals/10.1075/jicb.3.2.06ber
Loading

Data & Media loading...

Loading

Full text loading...

References

Adler, J
(1998) A language of teaching dilemmas: Unlocking the complex multilingual secondary mathematics classroom. For the Learning of Mathematics, 18(1), 24–33.
Barwell, R
(2005) Integrating language and content: Issues from the mathematics classrooom. Linguistics and Education, 16, 205–218. doi: 10.1016/j.linged.2006.01.002
(2009) Mathematical word problems and bilingual learners in England. In R. Barwell (Ed.), Multilingualism in mathematics classrooms: Global perspectives (pp. 63–77). Bristol: Multilingual Matters.
Bauersfeld, H
(1995) ‘Language games’ in the classroom: Their function and their effects. In P. Cobb & H. Bauersfeld (Eds.), The emergence of mathematical meaning: Interaction in classroom cultures (pp. 271–292). Hillsdale, NJ: Lawrence Erlbaum.
Berger, A
(2013) Mathematiklernen im bilingualen Diskurs: Ein integriertes Sprache-Mathematik-Modell des Lösens von Textaufgaben mit Englisch als Arbeitssprache. [Learning mathematics bilingually: An Integrated Language and Mathematics Model (ILMM) of word problem solving processes in English as a foreign language.] Doctoral thesis, University of Vienna, Vienna, Austria.
Blum, W. , & Leiß, D
(2005) Modellieren im Unterricht mit der ‘Tanken’ - Aufgabe. [Mathematical modelling in the classroom by means of the “filling up“ task] Mathematik Lehren, 128, 18–21.
(2007) How do students and teachers deal with modelling problems?In C. Haines , P. Galbraith , W. Blum , & S. Khan (Eds.), Mathematical modelling (ICTMA 12): Education, engineering and economics: Proceedings from the Twelfth International Conference on the Teaching of Mathematical Modelling and Applications (pp. 222–231). Chichester: Horwood.
Borromeo Ferri, R
(2006) Theoretical and empirical differentiations of phases in the modelling process. Zentralblatt für Didaktik der Mathematik, 38(2), 86–95. doi: 10.1007/BF02655883
(2011) Wege zur Innenwelt des Mathematischen Modellierens: Kognitive Analysen zu Modellierungsprozessen im Mathematikunterricht. [Paths to the inner world of mathematical modelling: Cognitive analyses of modelling processes in mathematics lessons.] Wiesbaden: Vieweg & Teubner (GWV). doi: 10.1007/978‑3‑8348‑9784‑8
Clarkson, P
(1992) Language and mathematics: A comparison of bilingual and monolingual students of mathematics. Educational Studies in Mathematics, 23(4), 417–429. doi: 10.1007/BF00302443
(2007) Australian Vietnamese students learning mathematics: High ability bilinguals and their use of their languages. Educational Studies in Mathematics, 64, 191–215. doi: 10.1007/s10649‑006‑4696‑5
(2009) Mathematics teaching in Australian multilingual classrooms: Developing an approach to the use of classroom languages. In R. Barwell (Ed.), Multilingualism in mathematics classrooms: Global perspectives (pp. 145–160). Bristol: Multilingual Matters.
De Bot, K
(1992) A bilingual production model: Levelt’s speaking model adapted. Applied Linguistics, 13(1), 1–24. doi: 10.1093/applin/13.1.1
Ehlich, K. , & Rehbein, J
(1976) Halbinterpretative Arbeitstranskription (HIAT). [Heuristic Interpretative Auditory Transcription.]Linguistische Berichte, 45, 21–41.
Ericsson, K.A. , & Simon, H.A
(1993) Protocol analysis: Verbal reports as data (2nd ed.). Cambridge, MA: MIT Press.
Khisty, L
(1995) Making inequality: Issues of language and meanings in mathematics teaching with Hispanic students. In W. Secada , E. Fennema , & L. Byrd Adajian (Eds.), New directions for equity in mathematics education (pp. 279–297). New York: Cambridge University Press.
(2001) Effective teachers of second language learners in mathematics. In M. Van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (pp.225–232). Utrecht: The Freudenthal Institute, Utrecht University.
Kintsch, W. , & Greeno, J
(1985) Understanding and solving word arithmetic problems. Psychological Review, 92(1), 109–129. doi: 10.1037/0033‑295X.92.1.109
Knoblich, G. , & Öllinger, M
(2006) Die Methode des lauten Denkens. [The think-aloud method.] In J. Funke (Ed.), Handbuch der Allgemeinen Psychologie – Kognition (pp. 691–696). Göttingen: Hogrefe.
Levelt, W
(1989) Speaking: From intention to articulation (5th ed.). Cambridge, MA: MIT Press.
Lemke, J
(2003) Mathematics in the middle: Measure, picture, gesture, sign, and word. In M. Anderson (Ed.), Educational perspectives on mathematics as semiosis: From thinking to interpreting to knowing (pp. 215–234). Ottawa: Legas.
Liu, K.K
(2015) The influence of the math classroom context on students’ academic English production. Journal of Immersion and Content-Based Language Education, 3(1), 127–147. doi: 10.1075/jicb.3.1.06liu
Moschkovich, J.N
(2007) Examining mathematical discourse practices. For the Learning of Mathematics, 27(1), 24–30.
Novotná, J
(2004) Modelling the word problem solving process. An instrument to determine places suitable for teacher’s intervention. In H.-W. Henn (Ed.), Applications and modelling in mathematics education: Study Conference in Dortmund (Germany), February 13 - 17, 2004; pre-conference volume (ICMI study 14) (pp.193–198). University of Dortmund, Department of Mathematics IEEM.
Novotná, J. , Hadj-Moussová, Z. , & Hofmannova, M
(2001) Teacher training for CLIL - Competences of a CLIL teacher. In M. Hejny & J. Novotná (Eds.), Proceedings SEMT 01 (pp.122–126). Praha: Univerzita Karlova v Praze, Pedagogicka fakulta. Retrieved fromwww.content-english.org/data/Novotna.doc.
O’Halloran, K.L
(2005) Mathematical discourse: Language, symbolism and visual images. London: Continuum.
Pimm, D
(1987) Speaking mathematically: Communication in mathematics classrooms. New York: Routledge & K. Paul.
Poulisse, N. , & Bongaerts, T
(1994) First language use in second language production. Applied Linguistics, 15(1), 36–57. doi: 10.1093/applin/15.1.36
Reusser, K
(1985) From situation to equation. On formulation understanding and solving “situation problems”. Technical Report 143. Boulder: University of Colorado, Institute of Cognitive Science.
(1997) Erwerb mathematischer Kompetenzen: Literaturüberblick. Mathematische Textaufgaben als Unterrichts- und Forschungsgegenstand. [Aquisition of mathematical competences: Literature review. Mathematical word problems as an object of teaching and research.] In F.E. Weinert & A. Helmke (Eds.), Entwicklung im Grundschulalter (pp.141–155). Weinheim: Beltz Psychologie-Verl.-Union.
Setati, M. , & Adler, J
(2001) Between languages and discourses: Code switching practices in primary classrooms in South Africa. Educational Studies in Mathematics, 43, 243–269. doi: 10.1023/A:1011996002062
Sfard, A
(2001) Learning mathematics as developing a discourse. In R. Speiser , C. Maher , & C. Walter (Eds.), Proceedings of 21st Conference of PME-NA (pp.23–44). Columbus, OH: Clearing House for Science, Mathematics and Environmental Education.
(2008) Thinking as communicating: Human development, the growth of discourses, and mathematizing. New York: Cambridge University Press. doi: 10.1017/CBO9780511499944
Sfard, A. , & Lavie, I
(2005) Why cannot children see as the same what grown-ups cannot see as different? - Early numerical thinking revisited. Cognition and Instruction, 23(2), 237–309. doi: 10.1207/s1532690xci2302_3
Swain, M
(2006) Languaging, agency and collaboration in advanced second language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). London: Continuum.
Turnbull, M. , Hart, D. , & Lapkin, S
(2000) French immersion students’ performance on grade 3 provincial tests: Potential impacts on program design. Final report submitted to the Education Quality and Accountability Office. Toronto, CA: University of Toronto. Retrieved fromon.cpf.ca/wp-content/blogs.dir/1/files/eqao-final-report-2001.pdf.
Weir, C. , & Khalifa, H
(2008) A cognitive processing approach towards defining reading comprehension. Cambridge ESOL: Research notes, 31, 2–10.
http://jbenjamins.metastore.ingenta.com/content/journals/10.1075/jicb.3.2.06ber
Loading
This is a required field
Please enter a valid email address