Initiation to the algebraic language in multilingual classrooms: contributions from an ongoing project

Authors

DOI:

https://doi.org/10.35763/aiem.v0i3.59

Keywords:

Momentos de aprendizaje, Lenguaje algebraico, Alumno bilingüe, Datos de aula, Teoría fundamentada

Abstract

The goal of the reported study is to analyze the influence of learning mathematics in a non dominant language on the construction of the algebraic language. Data come from classes in Barcelona with Latin American students. I present results on mathematical difficulties and opportunities related to learning in a L2. The main thesis is that the teaching of mathematics in a language other than the student’s has an impact on learning, not necessarily adverse or beneficial. Two cases are illustrated. One case shows how a student uses geometric reasoning to model an algebraic expression, but takes a linguistic content to wrongly provide a guarantee to an argument. The other case shows how well another student downplays the differences between two algebraic expressions, but has difficulty making sense of the algebraic language due to an imprecise translation.

Author Biography

  • Núria Planas, Autonomous University of Barcelona

    Profesora agregada -LUC Cataluña

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Published

2013-05-03

Issue

No. 3 (2013)

Section

Artículos

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How to Cite

Initiation to the algebraic language in multilingual classrooms: contributions from an ongoing project. (2013). Advances of Research in Mathematics Education, 3, 25-44. https://doi.org/10.35763/aiem.v0i3.59

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