Language and Mathematical Problem Solving Among Bilinguals.
Does using a bilingual's 1st or 2nd language have an effect on problem solving in semantically rich domains like school mathematics? The author conducted a study to determine whether Filipino-English bilingual students' understanding and solving of word problems in arithmetic differed when the probl...
| Publicado en: | Journal of Psychology Vol. 136; no. 3; pp. 283 - 298 |
|---|---|
| Autor principal: | |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
May 2002
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510218226&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510218226 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00223980 JPY jtl: Journal of Psychology issn: 00223980 maglogo: N pubinfo: dt: May 2002 vid: 136 iid: 3 pid: 58221 pub: Taylor & Francis Ltd artinfo: ui: 510218226 10.1080/00223980209604156 ppf: 283 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 919KB tig: atl: Language and Mathematical Problem Solving Among Bilinguals. aug: au: Bernardo, Allan B. I. su: Mathematical ability Word problems (Mathematics) Bilingualism Psychology sug: subj: Mathematical ability Word problems (Mathematics) Bilingualism Psychology ab: Does using a bilingual's 1st or 2nd language have an effect on problem solving in semantically rich domains like school mathematics? The author conducted a study to determine whether Filipino-English bilingual students' understanding and solving of word problems in arithmetic differed when the problems were in the students' 1st and 2nd languages. Two groups participated—students whose 1st language was Filipino and students whose 1st language was English—and easy and difficult arithmetic problems were used. The author used a recall paradigm to assess how students understood the word problems and coded the solution accuracy to assess problem solving. The results indicated a 1st-language advantage; that is, the students were better able to understand and solve problems in their 1st language, whether the 1st language was English or Filipino. Moreover, the advantage was more marked with the easy problems. The theoretical and practical implications of the results are discussed. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|