How the Language of Instruction Influences Mathematical Thinking Development in the First Years of Bilingual Schoolers

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dc.contributor.authorBermejo Fernández, Vicente
dc.contributor.authorEster, Pilar
dc.contributor.authorMorales, Isabel
dc.date.accessioned2023-06-17T09:04:04Z
dc.date.available2023-06-17T09:04:04Z
dc.date.issued2021-04-13
dc.description.abstractThe 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.
dc.description.departmentSección Deptal. de Investigación y Psicología en Educación (Psicología)
dc.description.facultyFac. de Psicología
dc.description.refereedTRUE
dc.description.statuspub
dc.eprint.idhttps://eprints.ucm.es/id/eprint/65260
dc.identifier.doi10.3389/fpsyg.2021.533141
dc.identifier.issn1664-1078
dc.identifier.officialurlhttps://doi.org/10.3389/fpsyg.2021.533141
dc.identifier.urihttps://hdl.handle.net/20.500.14352/8085
dc.journal.titleFrontiers in Psychology
dc.language.isoeng
dc.publisherFrontiers Media
dc.rightsAtribución 3.0 España
dc.rights.accessRightsopen access
dc.rights.urihttps://creativecommons.org/licenses/by/3.0/es/
dc.subject.keywordbilingual programs
dc.subject.keywordmathematical thinking development
dc.subject.keywordlanguage of instruction
dc.subject.keywordmother tongue
dc.subject.keywordcontent and language integrated learning
dc.subject.ucmPsicología de la educación (Psicología)
dc.subject.ucmAprendizaje
dc.subject.ucmEnseñanza de las Matemáticas
dc.subject.unesco6104 Psicopedagogía
dc.subject.unesco6104.03 Leyes del Aprendizaje
dc.titleHow the Language of Instruction Influences Mathematical Thinking Development in the First Years of Bilingual Schoolers
dc.typejournal article
dc.volume.number12
dspace.entity.typePublication
relation.isAuthorOfPublicationfe36420d-b15e-4628-abc1-4fc9d0855efd
relation.isAuthorOfPublication.latestForDiscoveryfe36420d-b15e-4628-abc1-4fc9d0855efd
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