How the language of instruction influences Mathematical thinking development in the first years of bilingual schoolers

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 forei...

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Detalhes bibliográficos
Autores: Bermejo, Vicente, Ester Mariñoso, Pilar, Morales Jareño, Isabel
Formato: artículo
Fecha de publicación:2021
País:España
Recursos:Universidad Camilo José Cela (UCJC)
Repositorio:Depósito Digital e-UCJC
OAI Identifier:oai:repositorio.ucjc.edu:20.500.12020/1036
Acesso em linha:https://www.frontiersin.org/articles/10.3389/fpsyg.2021.533141/full
http://hdl.handle.net/20.500.12020/1036
Access Level:acceso abierto
Palavra-chave:Ciencias de la Educación
bilingual programs, mathematical thinking development, language of instruction, mother tongue, content and language integrated learning
5312.04 Educación
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spelling How the language of instruction influences Mathematical thinking development in the first years of bilingual schoolersBermejo, VicenteEster Mariñoso, PilarMorales Jareño, IsabelCiencias de la Educaciónbilingual programs, mathematical thinking development, language of instruction, mother tongue, content and language integrated learning5312.04 EducaciónThe 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 programs influences the development of the first formal mathematical concepts. More specifically, if the learning of mathematical concepts in the early ages develops in a similar way if it is taught in the students’ mother tongue and is not influenced by the language used for teaching. Or else, if it can influence the development of the first skills only in the students’ general performance or in certain areas. The results of both the analysis of variance and multiple regression confirm how influencing the language of instruction is when mathematical thinking is developed teaching formal contents in a non-coincidence language. The second language is affecting the resolution of daily life problems, being more competent those students in 1st grades whose language of instruction matched with their mother tongue.Frontiers2021info:eu-repo/semantics/articlehttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.533141/fullhttp://hdl.handle.net/20.500.12020/1036reponame:Depósito Digital e-UCJCinstname:Universidad Camilo José Cela (UCJC)Inglésinfo:eu-repo/semantics/openAccessoai:repositorio.ucjc.edu:20.500.12020/10362026-05-27T07:36:51Z
dc.title.none.fl_str_mv How the language of instruction influences Mathematical thinking development in the first years of bilingual schoolers
title How the language of instruction influences Mathematical thinking development in the first years of bilingual schoolers
spellingShingle How the language of instruction influences Mathematical thinking development in the first years of bilingual schoolers
Bermejo, Vicente
Ciencias de la Educación
bilingual programs, mathematical thinking development, language of instruction, mother tongue, content and language integrated learning
5312.04 Educación
title_short How the language of instruction influences Mathematical thinking development in the first years of bilingual schoolers
title_full How the language of instruction influences Mathematical thinking development in the first years of bilingual schoolers
title_fullStr How the language of instruction influences Mathematical thinking development in the first years of bilingual schoolers
title_full_unstemmed How the language of instruction influences Mathematical thinking development in the first years of bilingual schoolers
title_sort How the language of instruction influences Mathematical thinking development in the first years of bilingual schoolers
dc.creator.none.fl_str_mv Bermejo, Vicente
Ester Mariñoso, Pilar
Morales Jareño, Isabel
author Bermejo, Vicente
author_facet Bermejo, Vicente
Ester Mariñoso, Pilar
Morales Jareño, Isabel
author_role author
author2 Ester Mariñoso, Pilar
Morales Jareño, Isabel
author2_role author
author
dc.subject.none.fl_str_mv Ciencias de la Educación
bilingual programs, mathematical thinking development, language of instruction, mother tongue, content and language integrated learning
5312.04 Educación
topic Ciencias de la Educación
bilingual programs, mathematical thinking development, language of instruction, mother tongue, content and language integrated learning
5312.04 Educación
description 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 programs influences the development of the first formal mathematical concepts. More specifically, if the learning of mathematical concepts in the early ages develops in a similar way if it is taught in the students’ mother tongue and is not influenced by the language used for teaching. Or else, if it can influence the development of the first skills only in the students’ general performance or in certain areas. The results of both the analysis of variance and multiple regression confirm how influencing the language of instruction is when mathematical thinking is developed teaching formal contents in a non-coincidence language. The second language is affecting the resolution of daily life problems, being more competent those students in 1st grades whose language of instruction matched with their mother tongue.
publishDate 2021
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://www.frontiersin.org/articles/10.3389/fpsyg.2021.533141/full
http://hdl.handle.net/20.500.12020/1036
url https://www.frontiersin.org/articles/10.3389/fpsyg.2021.533141/full
http://hdl.handle.net/20.500.12020/1036
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Frontiers
publisher.none.fl_str_mv Frontiers
dc.source.none.fl_str_mv reponame:Depósito Digital e-UCJC
instname:Universidad Camilo José Cela (UCJC)
instname_str Universidad Camilo José Cela (UCJC)
reponame_str Depósito Digital e-UCJC
collection Depósito Digital e-UCJC
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.301603

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