Abstract
Linguistic differences are factors that may influence the teaching and
learning of mathematics. In this perspective, the study of linguistic difficulties
faced by the majority of English language learners, in the United States, is an
educational question that must be studied and researched, because they are
performing unsatisfactorily on standardized tests. Thus, the objective of this
article is to discuss language as an important factor for the teaching and
learning of mathematics that influences the manner in which these students
learn mathematical content. In this regard, the linguistic diversity that is
present in the classrooms offers us possibilities to understand the influence that
language has on mathematics and how this influence results in different ways in
which this subject is used, communicated, and transmitted among members of
the school community.
References
ABEDI, J. Assessment and accommodations of English language: issues, concerns, and recommendations. Journal of School Improvement, v.3, n. 1, 2002. Disponível em: http://www.icsac.org/jsi/2002v3i1/assessment. Acesso em: ago.2010.
ABEDI, J.; LORD, C. The language factor in mathematics tests. Applied Measurement in Education, 14, p. 219-234, 2001.
ABELLA, R.; URRUTIA, J.; SHNEYDERMAN, A. An examination of the validity of English-language achievement test scores in an English language learner population. Bilingual Research Journal, v. 29, n.1, p. 127-144, 2005.
BUTLER, F. A.; Stevens, R. Standardized assessment of the content knowledge of english language learners k-12: current trends and old dilemmas. language testing, V.18, N. 4, P. 409-427, 2001.
CDE. Standardized Testing and Reporting (STAR) Results. California Department of Education, 2009. Disponível em: http://star.cde.ca.gov/. Acesso em: jul.2010.
CELEDÓN-PATTICHIS, S. Constructing meaning: think-aloud protocols of ELLs on English and Spanish word problems. Educators for Urban Minorities, v.2, n.2, p. 74-90, 2003.
CHAMOT, A. U.; O' MALLEY, J. M. Instructional approaches and teaching procedures. In: URBSCHAT, K. S.; PRITCHARD, R. (Ed.). Kids come in all languages: reading instruction for ESL students. Newark, DE: International Reading Association, 1994. p. 82-107.
CLEMENT, J. Algebra word problem solutions: thought processes underlying a common misconception. Journal for Research in Mathematics Education, v.13, n.1, p. 16–30, 1982.
DALE, T. C.; CUEVAS, G. J. Integrating mathematics and language learning. In: AMATO, P. Richard; SNOW, A. (Ed.). The multicultural classroom: readings for content area teachers. New York: Addison Wesley, 1992. p. 330-348.
DE AVILA, EDWARD A. Bilingualism, cognitive function, and language minority group membership. In: COCKING, R. R.; MESTRE, J. P. Linguistic and cultural influences on learning mathematics. Hillsdale, NJ: Erlbaum, 1988. p.101-121.
EDUCATION WEEK. Quality Counts 2009. Portrait of a population: How Englishlanguage learners are putting states to the test. National Highlights Report 2009. Bethesda, MD: Editorial Projects in Education, Inc, 2009.
ERNST-SLAVIT, G.; SLAVIT, D. Teaching mathematics and English to English language learners simultaneously. Middle School Journal, v. 39, n. 2, p. 4-11, 2007.
FIGUEROA, R. A.; HERNANDEZ, S. Testing Hispanic students in the United States: technical and policy issues. Washington, DC: President’s Advisory Commission on the Educational Excellence for Hispanic Americans, 2000.
FRY, R. The role of schools in the English language learner achievement gap. Washington, DC: Pew Hispanic Center, 2008.
GARCIA, P. A.; GOPAL, M. The relationship to achievement on the California high school exit exam for language minority students. NABE Journal of Research and Practice, v.1, n.1, p. 123-137, 2003.
GUTIERREZ, R. A “gap-gazing” fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, v. 39, n. 4, p. 357 – 364, 2008.
HOPSTOCK, P. J.; STEPHENSON, T. G. Descriptive study of services to LEP students and LEP students with disabilities. Special Topic Report 1: Native Languages of LEP Students. Washington, DC: OELA, U.S. Department of Education, 2003.
KERSAINT, G., THOMPSON, D. R.; PETKOVA, M. Teaching mathematics do English language learners. New York, NY: Taylor and Francis Group, 2009.
KANG, H.; K.T. PHAM. From 1 to Z: Integrating math and language learning. In: Annual meeting of the teachers of english to speakers of other languages, 29., 1995, Long Beach, CA. Paper, Long Beach, CA, 1995.
KHISTY, L. L. A naturalistic look at language factors in mathematics teaching in bilingual classrooms. In: National research symposium on limited english proficient student issues: focus on middle and high school issues, 3, 1993, Washington, DC. Proceedings… Washington: U.D. Department of Education, Office of Bilingual and Minority Language Affairs, 1993.
KIROVA, A. Visualization in multicultural mathematics classrooms. Focus on Learning Problems in Mathematics, v. 11, n. 91, p. 17-24, 2002.
KRUSSEL, L. Teaching the language of mathematics. The Mathematical Teacher, v. 91, n. 5, p. 436-44, 1998.
LEAP, W. L. Assumptions and strategies guiding Mathematics problem solving by Ute Indian students. In: COCKING, R. R.; MESTRE, J. P. Linguistic and cultural influences on learning mathematics. Hillsdale, NJ: Erlba, 1988. p. 161- 186.
MACGREGOR, M., MOORE, R. Teaching mathematics in a multicultural classroom. University of Melbourne: School of Science and Mathematics Education, 1991.
MENKEN, K. What are the critical issues in wide-scale assessment of English language learners? Washington, DC: National Clearinghouse for Bilingual Education, 2000.
MOSCHKOWICH, J. N. Learning mathematics in two languages: moving from obstacles to resources. In: SECADA,W.G.(Ed.). Changing the faces of mathematics: perspectives on multicultural and gender equity. Reston, VA: National Council of Teachers of Mathematics, 2000, p. 85–93.
MUÑOZ, M. A. High stakes accountability environments: its impact on the administration of English language learners programs. In: Annual Meeting of the American Evaluation Association, 2002, Washington, District of Columbia. Paper. Washington, D.C., 2002.
OAKELEY, C.; URRABAZO, T. New state LEP testing policy in Texas: is it an appropriate accountability measure for recent ESL immigrants? In: annual meeting of the american educational research association, 2001, Seattle. Paper. Seatle, Washington, 2001.
PERKINS, I.; FLORES, A. Why don’t teachers know all the ways? Mathematics Teaching in the Middle School, v. 7, n. 5, p. 262–263, 2002.
RON, P. Spanish-English language issues in the mathematics classroom. In: SECADA, W. G.; ORTIZ-FRANCO, L.; HERNANDEZ, N. G.; DE LA CRUZ, Y. (Ed.). Changing the faces of mathematics: perspectives on Latinos. Reston, VA: National Council of Teachers of Mathematics, 1999. p. 23-34.
ROSA, M. A Mixed-methods study to understand the perceptions of high school leader about English language learners (ELL): the case of mathematics. 2010. Tese (Doutorado). Educational Leadership Program. California State University, Sacramento, USA. Tese não publicada.
ROSA, M.; OREY, D. C. Ethnomathematics and cultural representations: teaching in highly diverse contexts. Acta Scientiae - ULBRA, v. 10, p. 27-46, 2008.
SECADA, W. G.; FENNEMA, E.; ADAJIAN, L. B. New directions for equity in mathematics education. New York: Cambridge University Press, 1995.
SLAVIN, R. E.; CHEUNG, A. Effective reading programs for English language learners: a best-evidence synthesis. Johns Hopkins University: Center for Research on the Education of Students Placed At Risk, 2003.
SOLANO-FLORES, G.; TRUMBULL, E. Examining language in context: the need for new research and practice paradigms in the testing of English-language learners. Educational Researcher, v. 32, n. 2, p. 3-13, 2003.
U. S. CENSUS BUREAU. American Community Survey, 2007. Disponível em: http://factfinder.census.gov/. Acesso em: jul. 2010.
![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2014 Zetetiké: Revista de Educação Matemática