Diversity Dimensions in Mathematics and Language Learning : : Perspectives on Culture, Education and Multilingualism / / ed. by Annemarie Fritz, Erkan Gürsoy, Moritz Herzog.
Extensive research is available on language acquisition and the acquisition of mathematical skills in early childhood. But more recently, research has turned to the question of the influence of specific language aspects on acquisition of mathematical skills. This anthology combines current findings...
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Place / Publishing House: | Berlin ;, Boston : : De Gruyter, , [2021] ©2021 |
Year of Publication: | 2021 |
Language: | English |
Series: | DaZ-Forschung [DaZ-For] Ser.
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Diversity Dimensions in Mathematics and Language Learning : Perspectives on Culture, Education and Multilingualism / ed. by Annemarie Fritz, Erkan Gürsoy, Moritz Herzog. Berlin ; Boston : De Gruyter, [2021] ©2021 1 online resource (XV, 417 p.) text txt rdacontent computer c rdamedia online resource cr rdacarrier DaZ-Forschung [DaZ-For] ; 24 Description based on online resource; title from PDF title page (publisher's Web site, viewed 26. Mai 2021) This eBook is made available Open Access under a CC BY-NC-ND 4.0 license: https://creativecommons.org/licenses/by-nc-nd/4.0 https://www.degruyter.com/dg/page/open-access-policy Extensive research is available on language acquisition and the acquisition of mathematical skills in early childhood. But more recently, research has turned to the question of the influence of specific language aspects on acquisition of mathematical skills. This anthology combines current findings and theories from various disciplines such as (neuro-)psychology, linguistics, didactics and anthropology. Wie hängen sprachliche und mathematische Entwicklung zusammen? Dieser Frage wird derzeit mit großem Interesse aus unterschiedlichen Perspektiven nachgegangen.Dieser Sammelband vereint Erkenntnisse aus Psychologie, Neurowissenschaften, Mathematikdidaktik, (Psycho-)Linguistik und Mehrsprachigkeitsforschung. Der interdisziplinäre Ansatz bietet einen umfassenden Blick auf den aktuellen Forschungsstand, dargestellt von national und international renommierten Forschenden.Das Buch gliedert sich in drei Teile. Der erste Teil "Modelle und Theorien" fasst theoretische Überlegungen zusammen und stellt Strukturen für Forschung und Praxis bereit. Dieser Teil dient dazu, den Grundstein für die anderen Teile sowie für zukünftige Forschung zu legen. Der zweite Teil "Kindergartenalter" sowie der dritte Teil "Grundschulalter" decken empirische Befunde über die Korrelation zwischen Sprache und mathematischem Lernen in der jeweiligen Altersgruppe ab. Ein besonderer Fokus liegt hierbei auf dem Aspekt der Mehrsprachigkeit.Damit bietet dieser Sammelband eine große Bandbreite fachspezifischen Wissens für Bildungswissenschaftler*innen, Lehramtsstudierende, Psycholog*innen und Forschende zur Mehrsprachigkeit. In English. Frontmatter -- Foreword -- Introduction -- Acknowledgments -- Contents -- I Perspectives on mathematics and language of different disciplines -- The diversity of linguistic references to quantities across the world's cultures -- Language and mathematics: How children learn arithmetic through specifying their lexical concepts of natural numbers -- A neuropsychological perspective on the development of and the interrelation between numerical and language processing -- Culture and language: How do these influence arithmetic? -- Exploiting the epistemic role of multilingual resources in superdiverse mathematics classrooms: Design principles and insights into students' learning processes -- II Language learning and mathematics development -- Ties of math and language: A cognitive developmental perspective -- The relative importance of "parental talk" as a predictor of the diversity in mathematics learning in young children -- Number words, quantifiers, and arithmetic development with particular respect of zero -- III Multilingualism and mathematical learning -- Directionality of number space associations in Hebrew-speaking children: Evidence from number line estimation -- Exact number representations in first and second language -- Identifying math and reading difficulties of multilingual children: Effects of different cut-offs and reference groups -- IV Vision, hearing, and speech language impairments -- Numerical competencies in preschoolers with language difficulties -- Disentangling the relationship between mathematical learning disability and second-language acquisition -- Blindness and deafness: A window to study the visual and verbal basis of the number sense -- V Language as learning resource in school -- Reading and writing words and numbers: Similarities, differences, and implications -- The assessment of mathematics vocabulary in the elementary and middle school grades -- Language issues in mathematics word problems for English learners -- Fifth-grade students' production of mathematical word problems -- The influence of reading comprehension on solving mathematical word problems: A situation model approach -- Supporting teachers to scaffold students' language for mathematical learning -- About the editors -- List of authors Description based upon print version of record. SCIENCE / General. bisacsh Entwicklung mathematischer Fertigkeiten. Interdisziplinäre Bildungsforschung. Mehrsprachigkeit. Spracherwerb. 3-11-066104-7 Annelies, Ceulemans, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Annemie, Desoete, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Ashkenazi, Sarit, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Bahnmueller, Julia, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Bakker, Arthur, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Batista, Luana Teixeira, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Bos, Samantha E., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Buyle, Margot, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Crollen, Virginie, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Dowker, Ann, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Everett, Caleb, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Fischbach, Antoine, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Fritz, Annemarie, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Fritz, Annemarie, editor. edt http://id.loc.gov/vocabulary/relators/edt Gürsoy, Erkan, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Gürsoy, Erkan, editor. edt http://id.loc.gov/vocabulary/relators/edt Haase, Vitor Geraldi, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Hartmann, Julia, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Herzog, Moritz, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Herzog, Moritz, editor. edt http://id.loc.gov/vocabulary/relators/edt Jung, Stefanie, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Kaufmann, Liane, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Keijzer, Ronald, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Klein, Elise, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Klein, Helga, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Lin, Xin, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Long, Caroline, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Lopes-Silva, Júlia Beatriz, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Mackay, Farran, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Mark-Zigdon, Nitza, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Marlair, Cathy, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Martini, Sophie, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Moeller, Korbinian, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Moschkovich, Judit, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Moura, Ricardo, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Mähler, Claudia, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Opitz, Elisabeth Moser, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Powell, Sarah R., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Prediger, Susanne, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Rocha de Freitas, Fernanda, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Roelants, Mathieu, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Rousseau, Sofie, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Schiltz, Christine, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Schindler, Verena, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Schuchardt, Kirsten, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Scott, Judith, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Silvia, Pixner, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Smit, Jantien, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Stephany, Sabine, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Ugen, Sonja, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Uribe, Ángela, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Verena, Dresen, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb DaZ-Forschung [DaZ-For] Ser. |
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author_sort |
Annelies, Ceulemans, |
title |
Diversity Dimensions in Mathematics and Language Learning : Perspectives on Culture, Education and Multilingualism / |
spellingShingle |
Diversity Dimensions in Mathematics and Language Learning : Perspectives on Culture, Education and Multilingualism / DaZ-Forschung [DaZ-For] ; Frontmatter -- Foreword -- Introduction -- Acknowledgments -- Contents -- I Perspectives on mathematics and language of different disciplines -- The diversity of linguistic references to quantities across the world's cultures -- Language and mathematics: How children learn arithmetic through specifying their lexical concepts of natural numbers -- A neuropsychological perspective on the development of and the interrelation between numerical and language processing -- Culture and language: How do these influence arithmetic? -- Exploiting the epistemic role of multilingual resources in superdiverse mathematics classrooms: Design principles and insights into students' learning processes -- II Language learning and mathematics development -- Ties of math and language: A cognitive developmental perspective -- The relative importance of "parental talk" as a predictor of the diversity in mathematics learning in young children -- Number words, quantifiers, and arithmetic development with particular respect of zero -- III Multilingualism and mathematical learning -- Directionality of number space associations in Hebrew-speaking children: Evidence from number line estimation -- Exact number representations in first and second language -- Identifying math and reading difficulties of multilingual children: Effects of different cut-offs and reference groups -- IV Vision, hearing, and speech language impairments -- Numerical competencies in preschoolers with language difficulties -- Disentangling the relationship between mathematical learning disability and second-language acquisition -- Blindness and deafness: A window to study the visual and verbal basis of the number sense -- V Language as learning resource in school -- Reading and writing words and numbers: Similarities, differences, and implications -- The assessment of mathematics vocabulary in the elementary and middle school grades -- Language issues in mathematics word problems for English learners -- Fifth-grade students' production of mathematical word problems -- The influence of reading comprehension on solving mathematical word problems: A situation model approach -- Supporting teachers to scaffold students' language for mathematical learning -- About the editors -- List of authors |
title_sub |
Perspectives on Culture, Education and Multilingualism / |
title_full |
Diversity Dimensions in Mathematics and Language Learning : Perspectives on Culture, Education and Multilingualism / ed. by Annemarie Fritz, Erkan Gürsoy, Moritz Herzog. |
title_fullStr |
Diversity Dimensions in Mathematics and Language Learning : Perspectives on Culture, Education and Multilingualism / ed. by Annemarie Fritz, Erkan Gürsoy, Moritz Herzog. |
title_full_unstemmed |
Diversity Dimensions in Mathematics and Language Learning : Perspectives on Culture, Education and Multilingualism / ed. by Annemarie Fritz, Erkan Gürsoy, Moritz Herzog. |
title_auth |
Diversity Dimensions in Mathematics and Language Learning : Perspectives on Culture, Education and Multilingualism / |
title_alt |
Frontmatter -- Foreword -- Introduction -- Acknowledgments -- Contents -- I Perspectives on mathematics and language of different disciplines -- The diversity of linguistic references to quantities across the world's cultures -- Language and mathematics: How children learn arithmetic through specifying their lexical concepts of natural numbers -- A neuropsychological perspective on the development of and the interrelation between numerical and language processing -- Culture and language: How do these influence arithmetic? -- Exploiting the epistemic role of multilingual resources in superdiverse mathematics classrooms: Design principles and insights into students' learning processes -- II Language learning and mathematics development -- Ties of math and language: A cognitive developmental perspective -- The relative importance of "parental talk" as a predictor of the diversity in mathematics learning in young children -- Number words, quantifiers, and arithmetic development with particular respect of zero -- III Multilingualism and mathematical learning -- Directionality of number space associations in Hebrew-speaking children: Evidence from number line estimation -- Exact number representations in first and second language -- Identifying math and reading difficulties of multilingual children: Effects of different cut-offs and reference groups -- IV Vision, hearing, and speech language impairments -- Numerical competencies in preschoolers with language difficulties -- Disentangling the relationship between mathematical learning disability and second-language acquisition -- Blindness and deafness: A window to study the visual and verbal basis of the number sense -- V Language as learning resource in school -- Reading and writing words and numbers: Similarities, differences, and implications -- The assessment of mathematics vocabulary in the elementary and middle school grades -- Language issues in mathematics word problems for English learners -- Fifth-grade students' production of mathematical word problems -- The influence of reading comprehension on solving mathematical word problems: A situation model approach -- Supporting teachers to scaffold students' language for mathematical learning -- About the editors -- List of authors |
title_new |
Diversity Dimensions in Mathematics and Language Learning : |
title_sort |
diversity dimensions in mathematics and language learning : perspectives on culture, education and multilingualism / |
series |
DaZ-Forschung [DaZ-For] ; |
series2 |
DaZ-Forschung [DaZ-For] ; |
publisher |
De Gruyter, |
publishDate |
2021 |
physical |
1 online resource (XV, 417 p.) |
contents |
Frontmatter -- Foreword -- Introduction -- Acknowledgments -- Contents -- I Perspectives on mathematics and language of different disciplines -- The diversity of linguistic references to quantities across the world's cultures -- Language and mathematics: How children learn arithmetic through specifying their lexical concepts of natural numbers -- A neuropsychological perspective on the development of and the interrelation between numerical and language processing -- Culture and language: How do these influence arithmetic? -- Exploiting the epistemic role of multilingual resources in superdiverse mathematics classrooms: Design principles and insights into students' learning processes -- II Language learning and mathematics development -- Ties of math and language: A cognitive developmental perspective -- The relative importance of "parental talk" as a predictor of the diversity in mathematics learning in young children -- Number words, quantifiers, and arithmetic development with particular respect of zero -- III Multilingualism and mathematical learning -- Directionality of number space associations in Hebrew-speaking children: Evidence from number line estimation -- Exact number representations in first and second language -- Identifying math and reading difficulties of multilingual children: Effects of different cut-offs and reference groups -- IV Vision, hearing, and speech language impairments -- Numerical competencies in preschoolers with language difficulties -- Disentangling the relationship between mathematical learning disability and second-language acquisition -- Blindness and deafness: A window to study the visual and verbal basis of the number sense -- V Language as learning resource in school -- Reading and writing words and numbers: Similarities, differences, and implications -- The assessment of mathematics vocabulary in the elementary and middle school grades -- Language issues in mathematics word problems for English learners -- Fifth-grade students' production of mathematical word problems -- The influence of reading comprehension on solving mathematical word problems: A situation model approach -- Supporting teachers to scaffold students' language for mathematical learning -- About the editors -- List of authors |
isbn |
3-11-066194-2 3-11-066104-7 |
illustrated |
Not Illustrated |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>12110nam a22012975i 4500</leader><controlfield tag="001">993562012904498</controlfield><controlfield tag="005">20210526051534.0</controlfield><controlfield tag="006">m|||||o||d||||||||</controlfield><controlfield tag="007">cr || ||||||||</controlfield><controlfield tag="008">210526t20212021gw fo d z eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">3-11-066194-2</subfield></datafield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1515/9783110661941</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(CKB)5470000000570922</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-B1597)531876</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-B1597)9783110661941</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">EBL7014948</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(AU-PeEL)EBL7014948</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(EXLCZ)995470000000570922</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-B1597</subfield><subfield code="b">eng</subfield><subfield code="c">DE-B1597</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="044" ind1=" " ind2=" "><subfield code="a">gw</subfield><subfield code="c">DE</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">SCI000000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="245" ind1="0" ind2="0"><subfield code="a">Diversity Dimensions in Mathematics and Language Learning :</subfield><subfield code="b">Perspectives on Culture, Education and Multilingualism /</subfield><subfield code="c">ed. by Annemarie Fritz, Erkan Gürsoy, Moritz Herzog.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Berlin ;</subfield><subfield code="a">Boston : </subfield><subfield code="b">De Gruyter, </subfield><subfield code="c">[2021]</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">©2021</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (XV, 417 p.)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">DaZ-Forschung [DaZ-For] ;</subfield><subfield code="v">24</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Description based on online resource; title from PDF title page (publisher's Web site, viewed 26. Mai 2021)</subfield></datafield><datafield tag="540" ind1=" " ind2=" "><subfield code="a">This eBook is made available Open Access under a CC BY-NC-ND 4.0 license: </subfield><subfield code="u">https://creativecommons.org/licenses/by-nc-nd/4.0 </subfield><subfield code="u">https://www.degruyter.com/dg/page/open-access-policy</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Extensive research is available on language acquisition and the acquisition of mathematical skills in early childhood. But more recently, research has turned to the question of the influence of specific language aspects on acquisition of mathematical skills. This anthology combines current findings and theories from various disciplines such as (neuro-)psychology, linguistics, didactics and anthropology.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Wie hängen sprachliche und mathematische Entwicklung zusammen? Dieser Frage wird derzeit mit großem Interesse aus unterschiedlichen Perspektiven nachgegangen.Dieser Sammelband vereint Erkenntnisse aus Psychologie, Neurowissenschaften, Mathematikdidaktik, (Psycho-)Linguistik und Mehrsprachigkeitsforschung. Der interdisziplinäre Ansatz bietet einen umfassenden Blick auf den aktuellen Forschungsstand, dargestellt von national und international renommierten Forschenden.Das Buch gliedert sich in drei Teile. Der erste Teil "Modelle und Theorien" fasst theoretische Überlegungen zusammen und stellt Strukturen für Forschung und Praxis bereit. Dieser Teil dient dazu, den Grundstein für die anderen Teile sowie für zukünftige Forschung zu legen. Der zweite Teil "Kindergartenalter" sowie der dritte Teil "Grundschulalter" decken empirische Befunde über die Korrelation zwischen Sprache und mathematischem Lernen in der jeweiligen Altersgruppe ab. Ein besonderer Fokus liegt hierbei auf dem Aspekt der Mehrsprachigkeit.Damit bietet dieser Sammelband eine große Bandbreite fachspezifischen Wissens für Bildungswissenschaftler*innen, Lehramtsstudierende, Psycholog*innen und Forschende zur Mehrsprachigkeit.</subfield></datafield><datafield tag="546" ind1=" " ind2=" "><subfield code="a">In English.</subfield></datafield><datafield tag="505" ind1="0" ind2="0"><subfield code="t">Frontmatter -- </subfield><subfield code="t">Foreword -- </subfield><subfield code="t">Introduction -- </subfield><subfield code="t">Acknowledgments -- </subfield><subfield code="t">Contents -- </subfield><subfield code="t">I Perspectives on mathematics and language of different disciplines -- </subfield><subfield code="t">The diversity of linguistic references to quantities across the world's cultures -- </subfield><subfield code="t">Language and mathematics: How children learn arithmetic through specifying their lexical concepts of natural numbers -- </subfield><subfield code="t">A neuropsychological perspective on the development of and the interrelation between numerical and language processing -- </subfield><subfield code="t">Culture and language: How do these influence arithmetic? -- </subfield><subfield code="t">Exploiting the epistemic role of multilingual resources in superdiverse mathematics classrooms: Design principles and insights into students' learning processes -- </subfield><subfield code="t">II Language learning and mathematics development -- </subfield><subfield code="t">Ties of math and language: A cognitive developmental perspective -- </subfield><subfield code="t">The relative importance of "parental talk" as a predictor of the diversity in mathematics learning in young children -- </subfield><subfield code="t">Number words, quantifiers, and arithmetic development with particular respect of zero -- </subfield><subfield code="t">III Multilingualism and mathematical learning -- </subfield><subfield code="t">Directionality of number space associations in Hebrew-speaking children: Evidence from number line estimation -- </subfield><subfield code="t">Exact number representations in first and second language -- </subfield><subfield code="t">Identifying math and reading difficulties of multilingual children: Effects of different cut-offs and reference groups -- </subfield><subfield code="t">IV Vision, hearing, and speech language impairments -- </subfield><subfield code="t">Numerical competencies in preschoolers with language difficulties -- </subfield><subfield code="t">Disentangling the relationship between mathematical learning disability and second-language acquisition -- </subfield><subfield code="t">Blindness and deafness: A window to study the visual and verbal basis of the number sense -- </subfield><subfield code="t">V Language as learning resource in school -- </subfield><subfield code="t">Reading and writing words and numbers: Similarities, differences, and implications -- 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