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Language Matters: Mathematical Learning and Cognition in Bilingual Children

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Mathematical Teaching and Learning

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Abstract

Although many bilingual children receive formal training in their non-dominant language in the USA and other multicultural societies, educational programs tailored for the needs of bilingual children are scarce. Like in other areas of instruction, bilingual children face additional challenges when learning math, given the language divide between home numeracy and formal school environments. This chapter presents evidence-based recommendations for teaching math to bilingual and multilingual children in elementary and middle schools. To ground these recommendations in research findings, psychological and neural mechanisms of bilingual mathematical learning and cognition are discussed, as well as sociocultural issues and implications for classroom practice. To support bilingual children’s math learning in their non-dominant language, we recommend allowing code-switching and other off-loading strategies, strengthening fact retrieval in both languages, incorporating the child’s home and cultural contexts, instructing in their home language or finding online alternatives, providing culturally-relevant math instruction and feedback, and making connections between mathematics and children’s everyday lives. We also discuss the need for changes in teacher training and educational policy-making in order to increase awareness about bilingual children’s needs and to transition bilingualism from being a disadvantage in formal education to being a quality that can enrich and enhance children’s educational experiences.

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  1. The University of Alabama, Tuscaloosa, AL, USA

    Mona Anchan & Firat Soylu

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  1. Mona Anchan
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  2. Firat Soylu
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  1. Department of Psychology, Campion College at the University of Regina, Regina, SK, Canada

    Katherine M. Robinson

  2. Faculty of Education, University of Western Ontario, London, ON, Canada

    Donna Kotsopoulos

  3. Department of Educational & Counselling Psychology, McGill University, Montreal, QC, Canada

    Adam K. Dubé

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Anchan, M., Soylu, F. (2023). Language Matters: Mathematical Learning and Cognition in Bilingual Children. In: Robinson, K.M., Kotsopoulos, D., Dubé, A.K. (eds) Mathematical Teaching and Learning. Springer, Cham. https://doi.org/10.1007/978-3-031-31848-1_9

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