How the language of instruction influences Mathematical thinking development in the first years of bilingual schoolers
Identificadores
URI: http://hdl.handle.net/20.500.12020/1036ISSN: 1664-1078
DOI: 10.3389/fpsyg.2021.533141
Fecha
2021-04-13Tipo de documento
articleÁrea/s de conocimiento
Ciencias de la EducaciónMateria/s Unesco
5312.04 EducaciónResumen
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.