Acquiring Math: Connecting Math Learning and Second Language Acquisition

• Published in: International journal for mathematics teaching and learning Vol. 19; no. 2; pp. 223 - 252
• Main Authors: Bossé, Michael J, Ringler, Marjorie Campo, Bayaga, Anass, Fountain, Catherine, Young, Erica Slate
• Format: Journal Article
• Language: English
• Published: Centre for Innovation in Mathematics Teaching 23-12-2018
• Subjects: Cognitive Processes; Communication Strategies; Content Area Reading; Language Usage; Learning Processes; Learning Theories; Mathematics Instruction; Mathematics Skills; Second Language Learning; Student Role; Teacher Role; Teaching Methods
• ISSN: 1473-0111; 1473-0111
• DOI: 10.4256/ijmtl.v19i2.151

Research in second language acquisition and the learning of mathematics has matured through long, albeit disconnected, histories. This study examines how theories and models of second language acquisition can be applied to the learning of mathematics and, through this, develops a novel framework defining stages in the learning of mathematics. This framework considers dimensions of language (social and academic), cognitive level (undemanding and demanding), locus of activity (student and teacher), and primary mode of communication (listening, reading, speaking, and writing) and leads to the mathematical learning stages: receiving mathematics, reading and replicating mathematics, negotiating meaning; communicating mathematics; and producing mathematics. This framework has numerous implications for the learning and assessment of mathematics.