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Linguistic differences and problem-solving routines in mathematics
- Authors
- Kim, Dong Joong; Cho, Jeong-il
- Issue Date
- 2017
- Publisher
- AUSTRALIA & NEW ZEALAND COMPARATIVE & INT EDUCATION SOC
- Keywords
- discourse analysis; English and Korean language differences; mathematics; problem-solving routines
- Citation
- INTERNATIONAL EDUCATION JOURNAL, v.16, no.4, pp.64 - 76
- Indexed
- SCOPUS
- Journal Title
- INTERNATIONAL EDUCATION JOURNAL
- Volume
- 16
- Number
- 4
- Start Page
- 64
- End Page
- 76
- ISSN
- 1443-1475
- Abstract
- The purpose of this study is to investigate routines as guides for mathematical thinking. Four English-speaking and four Korean-speaking students were interviewed in English about the concepts of limit and infinity. Based on the communicational approach to cognition, which views mathematics as a discourse, we identified the primary characteristics of students' routines for infinity and limit. Results show that language differences between English and Korean affect students' problem-solving routines in mathematics. On the basis of these results, we conclude that there is a need to deal with linguistic sensitivity in mathematics learning.
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Collections - College of Education > Department of Mathematics Education > 1. Journal Articles
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