Bilingual mathematics classes may support acquisition of mathematical knowledge by building technical terms in two language structures¶
Claim · All claims
Evidence · 1 study (2 entries) · theoreticalr?·q1–q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Schubnel (2009) is cited as describing positive effects of bilingual mathematics classes on the acquisition of mathematical knowledge. → Baschek 2022
q2 i? Technical terms can be built up in two language structures, whereby nuances and differences in meaning can support the learning of terms. → Baschek 2022 (2)
Evidence¶
Baschek 2022¶
Baschek, E. (2022). Using the US standard system for measurement in Germany – Bilingual education in primary school. https://math-primwq-bilingual.sd.uni-frankfurt.de/length-laengen/introduction-einleitung/
q2 · i? · theoretical · r?
Second-hand report: the article attributes, citing Schubnel (2009), positive effects of bilingual mathematics classes on mathematical knowledge acquisition. The cited dissertation was not read and its design is not described here.
"Schubnel (2009) describes positive effects of such classes on the acquisition of mathematical knowledge ."
Baschek 2022 (2)¶
Baschek, E. (2022). Using the US standard system for measurement in Germany – Bilingual education in primary school. https://math-primwq-bilingual.sd.uni-frankfurt.de/length-laengen/introduction-einleitung/
q1 · i? · theoretical · r?
Author's theoretical argument extending the linguistic-subject linkage of monolingual mathematics classes to bilingual settings, where term conceptions develop through linguistic negotiation in two languages. No data reported.
"Technical terms can be built up in two language structures, whereby nuances and differences in meaning can support the learning of terms."
Discussion¶
Related Claims¶
- Students used two languages flexibly for different mathematical sub-tasks but lacked academic Spanish vocabulary — related
- Language development functions as a consequence of, not a prerequisite for, deep conceptual exploration in secondary mathematics for English Learners — related
- A bilingual PrimarWebQuest on lengths is being investigated for its contribution to mathematical and linguistic learning at primary level — related
- Comparing the US standard and metric measurement systems can deepen understanding of the metric system and support intercultural learning in bilingual classes — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
bilingual-math-classes-two-language-term-building |
title |
Bilingual mathematics classes may support acquisition of mathematical knowledge by building technical terms in two language structures |
description |
Bilingual mathematics classes may support acquisition of mathematical knowledge by building technical terms in two language structures |
status |
review |
evidence_strength |
weak |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-20 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — baschek-2022, baschek-2022-2 |
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