ABSTRACT
The combined impact of linguistic, cultural, educational and cognitive factors on mathematics learning is considered in this unique book. By uniting the diverse research models and perspectives of these fields, the contributors describe how language and cognitive factors can influence mathematical learning, thinking and problem solving. The authors contend that cognitive skills are heavily dependent upon linguistic skills and both are critical to the representational knowledge intimately linked to school achievement in mathematics.
TABLE OF CONTENTS
chapter 4|9 pages
Intention and Convention in Mathematics Instruction
Reflections on the Learning of Deaf Students
chapter 9|24 pages
Mexican-American Women and Mathematics
Participation, Aspirations, and Achievement
chapter 11|13 pages
Opportunity to Learn Mathematics in Eighth-Grade Classrooms in the United States
Some Findings from the Second International Mathematics Study
chapter 15|35 pages
Effects of Home Language and Primary Language on Mathematics Achievement
A Model and Results for Secondary Analysis
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