Students used two languages flexibly for different mathematical sub-tasks but lacked academic Spanish vocabulary¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q2 i? Students accessed and utilized two languages for various sub-tasks within mathematical work, and/or regretted their lack of proficiency in academic Spanish, deeming it a lost learning resource. → Maura Varley Gutiérrez 2011
Evidence¶
Maura Varley Gutiérrez 2011¶
Maura Varley Gutiérrez, Craig Willey, & Lena L. Khisty. (2011). (In)equitable Schooling and Mathematics of Marginalized Students: Through the Voices of Urban Latinas/os. Journal of Urban Mathematics Education, 4(2), 26–43. http://education.gsu.edu/JUME
q2 · i? · qualitative · r3
Interview-based counterstory analysis. Katia used Spanish to comprehend problems and English to express ideas, while Margarita reported she would have to speak English for harder division and fractions because she did not know how to say division or fractions in Spanish.
"the students are accessing and utilizing two languages for various sub-tasks (within a larger mathematical task) to communicate and make meaning of mathematical ideas"
Discussion¶
Related Claims¶
- Fluent bilingualism is linked to metalinguistic awareness of how the two languages relate — related
- Cross-linguistic transfer is skill-specific: phonological awareness and print concepts are more likely to transfer across languages, while vocabulary and comprehension are more language-dependent — related
- Preserving a bilingual student's heritage language supports rather than hinders English acquisition — related
- L1 (Spanish) reading comprehension is positively correlated with English reading comprehension, with the relationship weaker for students with lower English proficiency — related
- Situated perspective explains Latino students' mathematical meaning-making in bilingual classrooms better than a discontinuity model (review reports Moschkovich, 1996) — related
- Bilingual mathematics classes may support acquisition of mathematical knowledge by building technical terms in two language structures — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
bilingualism-math-resource-untapped |
title |
Students used two languages flexibly for different mathematical sub-tasks but lacked academic Spanish vocabulary |
description |
Students used two languages flexibly for different mathematical sub-tasks but lacked academic Spanish vocabulary |
status |
review |
evidence_strength |
weak |
newest_evidence |
2011 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — maura-varley-gutiérrez-2011 |
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