Examining the Mathematical Conceptions Used by Multilingual Learners Speaking Spanish Versus English

• In Event: AERA Roundtable Session Friday 7:45 am - Gold 3
  In Roundtable Session: Illuminating Student Perspectives of Mathematics Classrooms

Abstract

Language influences learning, but exactly what types of knowledge are influenced is not yet known. This study explored differences in connections among fractions conceptions for Spanish-speaking multilingual learners based on their response language. Seventeen third and fourth graders solved fractions tasks in virtual cognitive interviews, responding in either Spanish (n = 8) or English (n = 9). Using epistemic network analysis, we found the main difference was that students responding in English more frequently named the unit fraction than those responding in Spanish. The overall similarities in their conceptual networks suggests first language may influence fractions understanding, though more research is needed to confirm this.

Authors

• Melissa A. Gallagher, U.S. Math Recovery Council

• Jessica H. Hunt, North Carolina State University

• Temple A. Walkowiak, North Carolina State University

• David W. Shaffer, University of Wisconsin - Madison

• Brendan R. Eagan, University of Wisconsin - Madison