Abstract
The significant role of language in mathematics teaching and learning is not a new phenomenon. Investigating bilingual mathematics learners is complex and research has demonstrated that language switching practices are also complex and involve not only social and cultural aspects, but also cognitive aspects. However, little investigation has been undertaken into the specific role of languages and their influences on conceptual activity at undergraduate level. The framework, and future research directions, presented in this paper aim to investigate further the cognitive aspects of bilingual learners and their use of their languages, when engaged in conceptual mathematical activity.
| Original language | English (Ireland) |
|---|---|
| Title of host publication | Proceedings of the nineth Congress of European Society for Research in Mathematics Education (CERME9) |
| Publication status | Published - 1 Jan 2015 |
Authors (Note for portal: view the doc link for the full list of authors)
- Authors
- Ní Ríordáin, M; McCluskey, A