Top

Gepubliceerd in:

26-07-2024 | Review

Thinking about numbers in different tongues: An overview of the influences of multilingualism on numerical and mathematical competencies

Auteurs: Christine Schiltz, Rémy Lachelin, Vera Hilger, Mila Marinova

Gepubliceerd in: Psychological Research | Uitgave 8/2024

Abstract

In an increasingly multilingual and multicultural world, understanding the interactions between language and mathematics is critical, especially when individuals must acquire and exercise their mathematical competencies in multiple languages. Indeed, research shows that, overall, L2 language learners are at an academic disadvantage compared to their L1 peers. The current article briefly overviews how multilingualism influences basic and advanced mathematical skills and interacts with mathematical learning difficulties. We first outline the traditional cognitive models of number learning and language processing. We then discuss the particularities of multilingualism and how it impacts numerical skills such as counting and building lexical-semantic associations, transcoding and arithmetic, mathematical word problems and mathematical performance tests, and dyscalculia diagnosis. We end this review by outlining challenges, recommendations, and solutions for multilingual educational settings. The article is intended as a guide for numerical cognition researchers who work with diverse populations and for mathematics educators and educational policy-makers facing the challenges of a multilingual classroom.

vorige artikel The interplay between ego-resiliency, math anxiety and working memory in math achievement

volgende artikel The role of motor effort on the sensorimotor number system

We use the terms L2-speaker and L2-learner interchangeably to refer to individuals for whom the language of instruction is not their native tongue.

Because of the versatility of the definitions, in the current article, bilingualism and multilingualism are used interchangeably.

Abutalebi, J. (2008). Neural aspects of second language representation and language control. Acta Psychologica, 128(3), 466–478. https://doi.org/10.1016/j.actpsy.2008.03.014CrossRefPubMed

Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80(2), 207–245. https://doi.org/10.3102/0034654310368803CrossRef

American Psychiatric Association (2013). Neurodevelopmental Disorders. In Diagnostic and statistical manual of mental disorders (5th ed.).

Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Multilingual Matters.

Beal, C. R., Adams, N. M., & Cohen, P. R. (2010). Reading proficiency and mathematics problem solving by high school English language learners. Urban Education, 45(1), 58–74. https://doi.org/10.1177/0042085909352143CrossRef

Benoit, L., Lehalle, H., Molina, M., Tijus, C., & Jouen, F. (2013). Young children’s mapping between arrays, number words, and digits. Cognition, 129(1), 95–101. https://doi.org/10.1016/j.cognition.2013.06.005CrossRefPubMed

Bernardo, A. B. I. (2001). Asymmetric activation of number codes in bilinguals: Further evidence for the encoding complex model of number processing. Memory & Cognition, 29(7), 968–976. https://doi.org/10.3758/BF03195759CrossRef

Bernardo, A. B. I., & Calleja, M. O. (2005). The effects of stating problems in bilingual students’ first and second languages on solving mathematical word problems. The Journal of Genetic Psychology, 166(1), 117–129. https://doi.org/10.3200/GNTP.166.1.117-129CrossRefPubMed

Bhatia, T. K., & Ritchie, W. C. (2013). The handbook of bilingualism and multilingualism (2nd ed.). Wiley-Blackwell.

Bialystok, E. (1992). Symbolic representation of letters and numbers. Cognitive Development, 7(3), 301–316. https://doi.org/10.1016/0885-2014(92)90018-MCrossRef

Bialystok, E. (2000). Symbolic representation across domains in preschool children. Journal of Experimental Child Psychology, 76(3), 173–189. https://doi.org/10.1006/jecp.1999.2548CrossRefPubMed

Bialystok, E. (2018). Bilingual education for young children: Review of the effects and consequences. International Journal of Bilingual Education and Bilingualism, 21(6), 666–679. https://doi.org/10.1080/13670050.2016.1203859CrossRefPubMed

Bialystok, E., Craik, F. I. M., Klein, R., & Viswanathan, M. (2004). Bilingualism, aging, and cognitive control: Evidence from the simon task. Psychology and Aging, 19(2), 290–303. https://doi.org/10.1037/0882-7974.19.2.290CrossRefPubMed

Boonen, A. J., van der Schoot, M., van Wesel, F., de Vries, M. H., & Jolles, J. (2013). What underlies successful word problem solving? A path analysis in sixth grade students. Contemporary Educational Psychology, 38(3), 271–279. https://doi.org/10.1016/j.cedpsych.2013.05.001CrossRef

Brysbaert, M., & Duyck, W. (2010). Is it time to leave behind the revised hierarchical model of bilingual language processing after fifteen years of service? Bilingualism: Language and Cognition, 13(3), 359–371. https://doi.org/10.1017/S1366728909990344CrossRef

Bull, R., & Lee, K. (2014). Executive functioning and mathematics achievement. Child Development Perspectives, 8(1), 36–46. https://doi.org/10.1111/cdep.12059CrossRef

Carey, S. (2009). Where our number concepts come from. Journal of Philosophy, 106(4), 220–254. https://doi.org/10.5840/jphil2009106418CrossRefPubMed

Carey, S., & Barner, D. (2019a). Ontogenetic origins of human integer representations. Trends in Cognitive Sciences, 23(10), 823–835. https://doi.org/10.1016/j.tics.2019.07.004CrossRefPubMed

Carey, S., Shusterman, A., Haward, P., & Distefano, R. (2017). Do analog number representations underlie the meanings of young children’s verbal numerals? Cognition, 168, 243–255. https://doi.org/10.1016/j.cognition.2017.06.022CrossRefPubMed

Cerda, V. R., Grenier, A. E., & Wicha, N. Y. Y. (2019). Bilingual children access multiplication facts from semantic memory equivalently across languages: Evidence from the N400. Brain and Language, 198, 104679. https://doi.org/10.1016/j.bandl.2019.104679CrossRefPubMedPubMedCentral

Cerda, V.,, R., Wicha, N., &, Y. (2023). Arithmetic in the bilingual brain: Language of learning and language experience effects on simple arithmetic in children and adults. Mind Brain and Education. https://doi.org/10.1111/mbe.12386CrossRef

Chow, J. C., Majeika, C. E., & Sheaffer, A. W. (2021). Language skills of children with and without mathematics difficulty. Journal of Speech Language & Hearing Research, 64(9), 3571–3577. https://doi.org/10.1044/2021_JSLHR-20-00378CrossRef

Couëtoux-Jungman, F., Wendland, J., Aidane, E., Rabain, D., Plaza, M., & Lecuyer, R. (2010). Bilinguisme, plurilinguisme et petite enfance: Intérêt de la prise en compte du contexte linguistique de l’enfant dans l’évaluation et le soin des difficultés de développement précoce. Devenir, 22(4), 293–307. DOI10.3917/dev.104.0293.

Couëtoux-Jungman, F., Wendland, J., Bodeau, N., Chevalier, C., David, M., Camon-Sénéchal, L., & Viaux-Savelon, S. (2018). Bi(multi)linguisme, communication et développement dans la petite enfance. Devenir, 30, 67–84. https://doi.org/10.3917/dev.181.0067CrossRef

Cummins, J. (2016). Multilingual Education: Pedagogy, Power and Identity. A conversation with. Who’s afraid of Multilingual Education? Conversations with Tove Skutnabb-Kangas, Jim Cummins. Ajit Mohanty and Stephen Bahry about the Iranian Context and Beyond, 15, 62.

de Bruin, A., Treccani, B., & Della Sala, S. (2015). Cognitive advantage in bilingualism: An example of publication bias? Psychological Science, 26(1), 99–107. https://doi.org/10.1177/0956797614557866CrossRefPubMed

Declerck, M., & Philipp, A. M. (2015). A review of control processes and their locus in language switching. Psychonomic Bulletin & Review, 22(6), 1630–1645. https://doi.org/10.3758/s13423-015-0836-1CrossRef

Dehaene, S. (2001). Précis of the number sense. Mind and Language, 16(1), 16–36. https://doi.org/10.1111/1468-0017.00154CrossRef

Dehaene, S., & Cohen, L. (1995). Towards an anatomical and functional model of number processing. Mathematical Cognition, 1(1), 83–120.

Dehaene, S., Spelke, E., Pinel, P., Stanescu, R., & Tsivkin, S. (1999). Sources of mathematical thinking: Behavioral and brain-imaging evidence. Science, 284(5416), 970–974. https://doi.org/10.1126/science.284.5416.970CrossRefPubMed

Dentella, V., Masullo, C., & Leivada, E. (2024). Bilingual disadvantages are systematically compensated by bilingual advantages across tasks and populations. Scientific Reports, 14(1), 2107. https://doi.org/10.1038/s41598-024-52417-5CrossRefPubMedPubMedCentral

Dick, A. S., Garcia, N. L., Pruden, S. M., Thompson, W. K., Hawes, S. W., Sutherland, M. T., Riedel, M. C., Laird, A. R., & Gonzalez, R. (2019). No evidence for a bilingual executive function advantage in the ABCD study. Nature Human Behaviour, 3(7), 692–701. https://doi.org/10.1038/s41562-019-0609-3CrossRefPubMedPubMedCentral

Dijkstra, T., & van Heuven, W. J. B. (2002). The architecture of the bilingual word recognition system: From identification to decision. Bilingualism: Language and Cognition, 5(3), 175–197. https://doi.org/10.1017/S1366728902003012CrossRef

Dijkstra, T., Wahl, A., Buytenhuijs, F., Halem, N. V., Al-Jibouri, Z., Korte, M. D., & Rekké, S. (2019). Multilink: A computational model for bilin- gual word recognition and word translation. Bilingualism: Language and Cognition, 22(4), 657–679. https://doi.org/10.1017/S1366728918000287CrossRef

Dowker, A., & Nuerk, H.-C. (2016). Editorial: Linguistic influences on mathematics. Frontiers in Psychology, 7, 1035. https://doi.org/10.3389/fpsyg.2016.01035

Duyck, W., Depestel, I., Fias, W., & Reynvoet, B. (2008). Cross-lingual numerical distance priming with second-language number words in native- to third-language number word translation. Quarterly Journal of Experimental Psychology, 61(9), 1281–1290. https://doi.org/10.1080/17470210802000679CrossRef

Emslander, V., Holzberger, D., Ofstad, S., Fischbach, A., & Scherer, R. (2023a). Teacher-student relationships and student outcomes: A systematic review of meta-analyses and second-order meta-analysis. https://doi.org/10.31234/osf.io/qxntb. (Pre-print).

Emslander, V., Rosa, C., Ofstad, S. B., Levy, J., & Fischbach, A. (2023b). Instructional quality and school climate in Luxembourg’s écoles fondamentales: Findings from the SIVA study. National Education Report 2024, Luxembourg.

Ester, P., Morales, I., Moraleda, Á., & Bermejo, V. (2021). The verbal component of mathematical problem solving in bilingual contexts by early elementary schoolers. Mathematics, 9(5), 564. https://doi.org/10.3390/math9050564

Feigenson, L., Dehaene, S., & Spelke, E. (2004). Core systems of number. Trends in Cognitive Sciences, 8(7), 307–314. https://doi.org/10.1016/j.tics.2004.05.002CrossRefPubMed

Fernandes, A. (2023). Understanding mathematics preservice teachers’ beliefs about English learners using the Mathematics Education for English Learners Scale (MEELS). Bilingual Research Journal, 45(3–4), 295–314.CrossRef

Fernández-Coello, A., Havas, V., Juncadella, M., Sierpowska, J., Rodríguez-Fornells, A., & Gabarrós, A. (2016). Age of language acquisition and cortical language organization in multilingual patients undergoing awake brain mapping. Journal of Neurosurgery, 126(6), 1912–1923. https://doi.org/10.3171/2016.5.JNS152791CrossRefPubMed

Fischer, J., & Pit-ten Cate, I. M. (2021). Diagnostik Von Lernstörungen Im Luxemburgischen Grundschulsystem. In S. Ugen, C. Schiltz, & A. Fischbach (Eds.), & I. M. Pit- ten Cate (eds.), Lernstörungen Im Multilingualen Kontext. Diagnose und Hilfestellungen (pp. 51–90). Melusina.

Forsyth, S. R., & Powell, S. R. (2017). Differences in the mathematics-vocabulary knowledge of fifth-grade students with and without learning difficulties. Learning Disabilities Research & Practice, 32(4), 231–245. https://doi.org/10.1111/ldrp.12144CrossRef

Fuchs, L. S., Fuchs, D., Compton, D. L., Hamlett, C. L., & Wang, A. Y. (2015). Is word-problem solving a form of text comprehension? Scientific Studies of Reading: The Official Journal of the Society for the Scientific Study of Reading, 19(3), 204–223. https://doi.org/10.1080/10888438.2015.1005745CrossRefPubMed

Garcia, O., Faghihi, N., Raola, A. R., & Vaid, J. (2021). Factors influencing bilinguals’ speed and accuracy of number judgments across languages: A meta-analytic review. Journal of Memory and Language, 118, 104211. https://doi.org/10.1016/j.jml.2020.104211CrossRef

Gillet, S., Barbu, C., & Poncelet, M. (2021). Early bilingual immersion school program and cognitive development in french-speaking children: Effect of the second language learned (English vs. Dutch) and exposition duration (2 vs. 5 years). PloS One, 16(10), e0258458. https://doi.org/10.1371/journal.pone.0258458CrossRefPubMedPubMedCentral

Grabner, R. H., Saalbach, H., & Eckstein, D. (2012). Language-switching costs in bilingual mathematics learning. Mind Brain and Education, 6(3), 147–155. https://doi.org/10.1111/j.1751-228X.2012.01150.xCrossRef

Grainger, J., Midgley, K., & Holcomb, P. J. (2010). Re-thinking the bilingual interactive-activation model from a developmental perspective (BIA-d). Language Acquisition across Linguistic and Cognitive Systems, 52, 267–283.CrossRef

Greer, B., Verschaffel, L., & De Corte, E. (2002). The answer is really 4.5: Beliefs about word problems. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A Hidden Variable in Mathematics Education? (pp. 271–292). Springer Netherlands. https://doi.org/10.1007/0-306-47958-3_16

Greisen, M., Georges, C., Hornung, C., Sonnleitner, P., & Schiltz, C. (2021). Learning mathematics with shackles: How lower reading comprehension in the language of mathematics instruction accounts for lower mathematics achievement in speakers of different home languages. Acta Psychologica, 221, 103456. https://doi.org/10.1016/j.actpsy.2021.103456CrossRefPubMed

Grosjean, F. (2001). The bilingual’s language modes. Blackwell.

Grosjean, F. (2010). Bilingual: Life and reality. Harvard University Press.

Grosjean, F. (2013). Bilingualism: A short introduction. In F. Grosjean, & P. Li (Eds.), The psycholinguistics of bilingualism (pp. 5–25). Wiley-Blackwell.

Grosjean, F. (2022). Who is bilingual ? F. Grosjean, the mysteries of bilingualism. Unresolved issues (pp. 3–9781119602378). Wiley. https://www.wiley.com/en-us/The+Mysteries+of+Bilingualism%

Grundy, J. G. (2020). The effects of bilingualism on executive functions: An updated quantitative analysis. Journal of Cultural Cognitive Science, 4(2), 177–199. https://doi.org/10.1007/s41809-020-00062-5CrossRef

Gunderson, E. A., & Levine, S. C. (2011). Some types of parent number talk count more than others: Relations between parents’ input and children’s cardinal-number knowledge. Developmental Science, 14(5), 1021–1032. https://doi.org/10.1111/j.1467-7687.2011.01050.xCrossRefPubMedPubMedCentral

Hahn, C. G. K., Saalbach, H., & Grabner, R. H. (2019). Language-dependent knowledge acquisition: Investigating bilingual arithmetic learning. Bilingualism: Language and Cognition, 22(1), 47–57. https://doi.org/10.1017/S1366728917000530CrossRef

Hartanto, A., Yang, H., & Yang, S. (2018). Bilingualism positively predicts mathematical competence: Evidence from two large-scale studies. Learning and Individual Differences, 61, 216–227. https://doi.org/10.1016/j.lindif.2017.12.007CrossRef

Hélot, C., & Erfurt, J. (2016). L’éducation bilingue en France. Politiques Linguistiques, Modèles et Pratiques.

Heppt, B., Haag, N., Böhme, K., & Stanat, P. (2015). The role of academic-language features for reading comprehension of language‐minority students and students from low‐SES families. Reading Research Quarterly, 50(1), 61–82. https://doi.org/10.1002/rrq.83CrossRef

Hilchey, M. D., & Klein, R. M. (2011). Are there bilingual advantages on nonlinguistic interference tasks? Implications for the plasticity of executive control processes. Psychonomic Bulletin & Review, 18(4), 625–658. https://doi.org/10.3758/s13423-011-0116-7CrossRef

Hosoda, C., Tanaka, K., Nariai, T., Honda, M., & Hanakawa, T. (2013). Dynamic neural network reorganization associated with second language vocabulary acquisition: A multimodal imaging study. Journal of Neuroscience, 33(34), 13663–13672. https://doi.org/10.1523/JNEUROSCI.0410-13.2013CrossRefPubMed

Hurst, M., Anderson, U., & Cordes, S. (2017). Mapping among number words, numerals, and nonsymbolic quantities in preschoolers. Journal of Cognition and Development, 18(1), 41–62. https://doi.org/10.1080/15248372.2016.1228653CrossRef

Hutchison, J. E., Ansari, D., Zheng, S., De Jesus, S., & Lyons, I. M. (2020). The relation between subitizable symbolic and non-symbolic number processing over the kindergarten school year. Developmental Science, 23(2), 1–13. https://doi.org/10.1111/desc.12884CrossRef

Hyde, D. C. (2011). Two systems of non-symbolic numerical cognition. Frontiers in Human Neuroscience, 5, 1–8. https://doi.org/10.3389/fnhum.2011.00150CrossRef

Jackson, G. M., Swainson, R., Cunnington, R., & Jackson, S. R. (2001). ERP correlates of executive control during repeated language switching. Bilingualism: Language and Cognition, 4(2), 169–178. https://doi.org/10.1017/S1366728901000268CrossRef

Jiménez Lira, C., Carver, M., Douglas, H., & LeFevre, J. A. (2017). The integration of symbolic and non-symbolic representations of exact quantity in preschool children. Cognition, 166, 382–397. https://doi.org/10.1016/j.cognition.2017.05.033CrossRefPubMed

Kempert, S., Saalbach, H., & Hardy, I. (2011). Cognitive benefits and costs of bilingualism in elementary school students: The case of mathematical word problems. Journal of Educational Psychology, 103(3), 547–561. https://doi.org/10.1037/a0023619CrossRef

King, S. G., & Powell, S. R. (2023). Language proficiency and the relation to word–problem performance in emergent bilingual students with mathematics difficulties. Learning Disabilities Research & Practice, 38(4), 263–273. https://doi.org/10.1111/ldrp.12325CrossRef

Kleemans, T., & Segers, E. (2020). Linguistic precursors of advanced math growth in first-language and second-language learners. Research in Developmental Disabilities, 103, 103661. https://doi.org/10.1016/j.ridd.2020.103661CrossRefPubMed

Kleemans, T., Segers, E., & Verhoeven, L. (2014). Cognitive and linguistic predictors of basic arithmetic skills: Evidence from first-language and second-language learners. International Journal of Disability Development and Education, 61(3), 306–316. https://doi.org/10.1080/1034912X.2014.934017CrossRef

Kleemans, T., Segers, E., & Verhoeven, L. (2018). Role of linguistic skills in fifth-grade mathematics. Journal of Experimental Child Psychology, 167, 404–413. https://doi.org/10.1016/j.jecp.2017.11.012CrossRefPubMed

Kohn, J., Wyschkon, A., & Esser, G. (2013). Psychische Auffälligkeiten Bei Umschriebenen Entwicklungsstörungen: Gibt es Unterschiede Zwischen Lese-Rechtschreib- Und Rechenstörungen? Lernen Und Lernstörungen, 2(1), 7–20. https://doi.org/10.1024/2235-0977/a000027CrossRef

Kroll, J. F., Van Hell, J. G., Tokowicz, N., & Green, D. W. (2010). The revised hierarchical model: A critical review and assessment. Bilingualism: Language and Cognition, 13(3), 373–381. https://doi.org/10.1017/S136672891000009XCrossRefPubMed

Lachelin, R., van Rinsveld, A., Poncin, A., & Schiltz, C. (2022). Number transcoding in bilinguals—A transversal developmental study. PLOS ONE, 17(8), e0273391. https://doi.org/10.1371/journal.pone.0273391CrossRefPubMedPubMedCentral

Lachelin, R., Marinova, M., Reynvoet, B., & Schiltz, C. (2023). Weaker semantic priming effects with number words in the second language of math learning. Journal of Experimental Psychology: General. https://doi.org/10.1037/xge0001526CrossRefPubMed

Lafay, A., Adrien, E., Lonardo Burr, S. D., Douglas, H., Provost-Larocque, K., Xu, C., LeFevre, J. A., Maloney, E. A., Osana, H. P., Skwarchuk, S. L., & Wylie, J. (2023). Transcoding of French numbers for first- and second-language learners in third grade. Quarterly Journal of Experimental Psychology, 77(2), 393–407. https://doi.org/10.1177/17470218231174339CrossRef

Lariviere, D. O., Agrawal, V., & Wang, J. J. (2022). Mathematics-language instruction for emergent bilingual students with mathematics difficulty.

Le Corre, M., & Carey, S. (2007). One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles. Cognition, 105(2), 395–438. https://doi.org/10.1016/j.cognition.2006.10.005CrossRefPubMed

Lehtonen, M., Soveri, A., Laine, A., Järvenpää, J., de Bruin, A., & Antfolk, J. (2018). Is bilingualism associated with enhanced executive functioning in adults? A meta-analytic review. Psychological Bulletin, 144(4), 394–425. https://doi.org/10.1037/bul0000142CrossRefPubMed

Lei, Q., Mason, R., Xin, Y. P., Davis, J., David, M., & Lory, C. (2020). A meta-analysis of single‐case research on mathematics word problem‐solving interventions for English learners with learning disabilities and mathematics difficulties. Learning Disabilities Research & Practice, 35, 201–217. https://doi.org/10.1111/ldrp.12233CrossRef

Mancilla-Martinez, J., & Lesaux, N. K. (2010). Predictors of reading comprehension for struggling readers: The case of spanish-speaking language minority learners. Journal of Educational Psychology, 102(3), 701. https://doi.org/10.1037/a0019135CrossRefPubMedPubMedCentral

Marchand, E., Wade, S., Sullivan, J., & Barner, D. (2020). Language-specific numerical estimation in bilingual children. Journal of Experimental Child Psychology, 197, 104860. https://doi.org/10.1016/j.jecp.2020.104860CrossRefPubMed

Marian, V., & Fausey, C. M. (2006). Language-dependent memory in bilingual learning. Applied Cognitive Psychology, 20(8), 1025–1047. https://doi.org/10.1002/acp.1242CrossRef

Marinova, M., Reynvoet, B., & Sasanguie, D. (2021). Mapping between number notations in kindergarten and the role of home numeracy. Cognitive Development, 57(March 2020), 101002. https://doi.org/10.1016/j.cogdev.2020.101002CrossRef

Mårtensson, J., Eriksson, J., Bodammer, N. C., Lindgren, M., Johansson, M., Nyberg, L., & Lövdén, M. (2012). Growth of language-related brain areas after foreign language learning. Neuroimage, 63(1), 240–244. https://doi.org/10.1016/j.neuroimage.2012.06.043CrossRefPubMed

Martinez-Lincoln, A., Cortinas, C., & Wicha, N. Y. Y. (2015). Arithmetic memory networks established in childhood are changed by experience in adulthood. Neuroscience Letters, 0, 325–330. https://doi.org/10.1016/j.neulet.2014.11.010CrossRef

Martini, S. F. (2021). The influence of language on mathematics in a multilingual educational setting. University of Luxembourg. https://orbilu.uni.lu/handle/10993/46691

Martini, S., Schiltz, C., Fischbach, A., & Ugen, S. (2021). Identifying math and reading difficulties of multilingual children: Effects of different cut-offs and reference groups. In A. Fritz, E. Gürsoy, & M. Herzog (Eds.), Diversity Dimensions in Mathematics and Language Learning (pp. 200–228). https://doi.org/10.1515/9783110661941-011

Marušič, F., Žaucer, R., Saksida, A., Sullivan, J., Skordos, D., Wang, Y., & Barner, D. (2021). Do children derive exact meanings pragmatically? Evidence from a dual morphology language. Cognition, 207. https://doi.org/10.1016/j.cognition.2020.104527

MENJE, & SCRIPT (2022). Education system in Luxembourg Key figures. https://www.script.lu/sites/default/files/publications/2022-05/2022_chiffres_cles_EN.pdf

Menon, V., & Chang, H. (2021). Emerging neurodevelopmental perspectives on mathematical learning. Developmental Review, 60(October 2020), 100964. https://doi.org/10.1016/j.dr.2021.100964

Ministère de l’Éducation Nationale. (2024). Languages in Luxembourg School. https://men.public.lu/en/systeme-educatif/langues-ecole-luxembourgeoise.html

Nichols, E. S., Wild, C. J., Stojanoski, B., Battista, M. E., & Owen, A. M. (2020). Bilingualism affords no General Cognitive advantages: A Population study of executive function in 11,000 people. Psychological Science, 31(5), 548–567. https://doi.org/10.1177/0956797620903113CrossRefPubMed

Odic, D., Le Corre, M., & Halberda, J. (2015). Children’s mappings between number words and the approximate. number system Cognition, 138, 102–121. https://doi.org/10.1016/j.cognition.2015.01.008

Paap, K. R., & Greenberg, Z. I. (2013). There is no coherent evidence for a bilingual advantage in executive processing. Cognitive Psychology, 66(2), 232–258. https://doi.org/10.1016/j.cogpsych.2012.12.002CrossRefPubMed

Paap, K. R., Majoubi, J., Balakrishnan, N., & Anders-Jefferson, R. T. (2024). Bilingualism, like other types of brain training, does not produce far transfer: It all fits together. International Journal of Bilingualism, 13670069231214599. https://doi.org/10.1177/13670069231214599

Paetsch, J., Felbrich, A., & Stanat, P. (2015). Der Zusammenhang Von sprachlichen und mathematischen Kompetenzen Bei Kindern Mit Deutsch als Zweitsprache [The relation of linguistic and Mathematical competencies in children with German as a Second Language. Zeitschrift für Pädagogische Psychologie, 29(1), 19–29. https://doi.org/10.1024/1010-0652/a000142CrossRef

Parsons, S., & Bynner, J. (2005). Does numeracy matter more? (National Research and Development Centre for Adult Literacy and numeracy). NRDC Research Report. Institute of Education.

Peng, P., Lin, X., Ünal, Z. E., Lee, K., Namkung, J., Chow, J., & Sales, A. (2020). Examining the mutual relations between language and mathematics: A meta-analysis. Psychological Bulletin, 146(7), 595. https://doi.org/10.1037/bul0000231CrossRefPubMed

Piantadosi, S. T., Jara-Ettinger, J., & Gibson, E. (2014). Children’s learning of number words in an indigenous farming‐foraging group. Developmental Science, 17(4), 553–563. https://doi.org/10.1111/desc.12078CrossRefPubMed

Piazza, M. (2010). Neurocognitive start-up tools for symbolic number representations. Trends in Cognitive Sciences, 14(12), 542–551. https://doi.org/10.1016/j.tics.2010.09.008CrossRefPubMed

Powell, S. R., Berry, K. A., & Tran, L. M. (2020). Performance differences on a measure of mathematics vocabulary for English learners and non-english learners with and without mathematics difficulty. Reading & Writing Quarterly, 36(2), 124–141. https://doi.org/10.1080/10573569.2019.1677538CrossRef

Powell, S. R., Berry, K. A., & Barnes, M. A. (2020a). The role of pre-algebraic reasoning within a word-problem intervention for third-grade students with mathematics difficulty. Zdm Mathematics Education, 52(1), 151–163. https://doi.org/10.1007/s11858-019-01093-1CrossRef

Powell, S. R., Urrutia, V. Y., Berry, K. A., & Barnes, M. A. (2022). The word-problem solving and explanations of students experiencing mathematics difficulty: A comparison based on dual-language status. Learning Disability Quarterly, 45(1), 6–18. https://doi.org/10.1177/0731948720922198CrossRef

Reynvoet, B., & Sasanguie, D. (2016). The symbol grounding problem revisited: A thorough evaluation of the ans mapping account and the proposal of an alternative account based on symbol-symbol associations. Frontiers in Psychology, 7(OCT), 1–11. https://doi.org/10.3389/fpsyg.2016.01581CrossRef

Ritchie, S. J., & Bates, T. C. (2013). Enduring links from childhood mathematics and reading achievement to adult socioeconomic status. Psychological Science, 24(7), 1301–1308. https://doi.org/10.1177/0956797612466268CrossRefPubMed

Riva, A., Musetti, A., Bomba, M., Milani, L., Montrasi, V., & Nacinovich, R. (2021). Language-related skills in bilingual children with specific learning disorders. Frontiers in Psychology, 11. https://www.frontiersin.org/articles/https://doi.org/10.3389/fpsyg.2020.564047

Ruiz-Cecilia, R. (2023). Leopoldo Medina-Sánchez, and Antonio-Manuel Rodríguez-García. Teaching and learning of mathematics through CLIL, CBI, or EMI—A systematic literature review. Mathematics, 11(6), 1347. https://doi.org/10.3390/math11061347CrossRef

Saalbach, H., Eckstein, D., Andri, N., Hobi, R., & Grabner, R. H. (2013). When language of instruction and language of application differ: Cognitive costs of bilingual mathematics learning. Learning and Instruction, 26, 36–44. https://doi.org/10.1016/j.learninstruc.2013.01.002CrossRef

Sarnecka, B. W. (2015). Learning to represent exact numbers. Synthese. https://doi.org/10.1007/s11229-015-0854-6CrossRef

Sarnecka, B. W., & Carey, S. (2008). How counting represents number: What children must learn and when they learn it. Cognition, 108(3), 662–674. https://doi.org/10.1016/j.cognition.2008.05.007CrossRefPubMed

Sarnecka, B. W., Kamenskaya, V. G., Yamana, Y., Ogura, T., & Yudovina, Y. B. (2007). From grammatical number to exact numbers: Early meanings of one, two, and three in English, Russian, and Japanese. Cognitive Psychology, 55(2), 136–168. https://doi.org/10.1016/j.cogpsych.2006.09.001CrossRefPubMed

Sarnecka, B. W., Negen, J., & Goldman, M. C. (2018). Early number knowledge in dual-language learners from low-SES households. In Language and culture in mathematical cognition (pp. 197–227). Academic Press. https://doi.org/10.1016/B978-0-12-812574-8.00009-2

Sarnecka, B. W., Negen, J., Scalise, N. R., Goldman, M. C., & Rouder, J. N. (2023). The real preschoolers of orange county: Early number learning in a diverse group of children. Journal of Numerical Cognition, 9(1), 65–88. https://doi.org/10.5964/jnc.6577CrossRef

Schneider, R. M., Sullivan, J., Marušič, F., Žaucer, R., Biswas, P., Mišmaš, P., Plesničar, V., & Barner, D. (2020). Do children use language structure to discover the recursive rules of counting? Cognitive Psychology, 117(June 2019), 101263. https://doi.org/10.1016/j.cogpsych.2019.101263CrossRefPubMed

Schulte-Körne, G. (2016). Mental health problems in a school setting in children and adolescents. Deutsches Ärzteblatt International, 113(11), 183–190. https://doi.org/10.3238/arztebl.2016.0183CrossRefPubMedPubMedCentral

Sella, F., Slusser, E., Odic, D., & Krajcsi, A. (2021). The emergence of children’s natural number concepts: Current theoretical challenges. Child Development Perspectives, 15(4), 265–273. https://doi.org/10.1111/cdep.12428CrossRef

Serre-Pradère, G., Rezzoug, D., Di Meo, S., Bock, N., Moro, M., & Baubet, T. (2014). Les troubles du langage oral en situation transculturelle. Contraste, 39, 199–218. https://doi.org/10.3917/cont.039.0199CrossRef

Silver, A. M., & Libertus, M. E. (2022). Environmental influences on mathematics performance in early childhood. Nature Reviews Psychology, 1(7), 407–418. https://doi.org/10.1038/s44159-022-00061-zCrossRefPubMedPubMedCentral

Skagenholt, M., Skagerlund, K., & Träff, U. (2021). Neurodevelopmental differences in child and adult number processing: An fMRI-based validation of the triple code model. Developmental Cognitive Neuroscience, 48(December 2020), 1–9. https://doi.org/10.1016/j.dcn.2021.100933

Slusser, E., Ribner, A., & Shusterman, A. (2019). Language counts: Early language mediates the relationship between parent education and ’children’s math ability. Developmental Science, 22(3), e12773. https://doi.org/10.1111/desc.12773CrossRefPubMed

Spelke, E. S., & Tsivkin, S. (2001). Language and number: A bilingual training study. Cognition, 78(1), 45–88. https://doi.org/10.1016/S0010-0277(00)00108-6CrossRefPubMed

STATEC. (2021, November 8). Nationalités: Une population de plus en plus cosmopolite. http://statistiques.public.lu/fr/recensement/nationalites.html

Stocco, A., & Prat, C. S. (2014). Bilingualism trains specific brain circuits involved in flexible rule selection and application. Brain and Language, 137, 50–61. https://doi.org/10.1016/j.bandl.2014.07.005CrossRefPubMed

Sulpizio, S., Del Maschio, D., Fedeli, N., & Abutalebi, J. (2020). Bilingual language processing: A meta-analysis of functional neuroimaging studies. Neuroscience and Biobehavioral Reviews, 108(December 2019), 834–853. https://doi.org/10.1016/j.neubiorev.2019.12.014CrossRefPubMed

Swanson, H. L., Kong, J., & Petcu, S. (2018). Math difficulties and working memory growth in English language learner children: does bilingual proficiency play a significant role? Language, Speech & Hearing Services in Schools, 49(3), 379–394. https://doi.org/10.1044/2018_LSHSS-17-0098

Swanson, H. L., Kong, J. E., & Petcu, S. D. (2019). Individual differences in math problem solving and executive processing among emerging bilingual children. Journal of Experimental Child Psychology, 187, 104653. https://doi.org/10.1016/j.jecp.2019.06.006CrossRef

Swanson, H. L., Arizmendi, G. D., & Li, J. T. (2022). What mediates the relationship between growth in math problem-solving and working memory in English language learners? Journal of Educational Psychology, 114(7), 1608–1632. https://doi.org/10.1037/edu0000718CrossRef

Tao, L., Wang, G., Zhu, M., & Cai, Q. (2021). Bilingualism and domain-general cognitive functions from a neural perspective: A systematic review. Neuroscience and Biobehavioral Reviews, 125(February), 264–295. https://doi.org/10.1016/j.neubiorev.2021.02.029CrossRefPubMed

Ugen, S., Martin, R., Reichert, M., Lorphelin, D., & Fischbach, A. (2013). Einfluss Des Sprachhintergrundes auf Schülerkompetenzen. Ministère De l’Education Nationale et de la formation professionnelle, SCRIPT & Université Du Luxembourg, Unité De Recherche EMACS (Hrsg.), PISA 2012 – Nationaler Bericht Luxemburg (pp. 100–113). MENJE.

Ugen, S., Schiltz, C., Fischbach, A., & Pit-ten Cate, I. M. (2021). Introduction: Les troubles des apprentissages dans un contexte multilingue – un vrai défi. Melusina. https://www.melusinapress.lu/read/introduction-les-troubles-des-apprentissages-dans-un-contexte-multilingue-un-vrai-defi/section/a2d3cbda-6532-408f-b87d-34e34d1058dd#index.xml-body.1_div.1

Van Rinsveld, A., Brunner, M., Landerl, K., Schiltz, C., & Ugen, S. (2015). The relation between language and arithmetic in bilinguals: Insights from different stages of language acquisition. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.00265

Van Rinsveld, A., Schiltz, C., Brunner, M., Landerl, K., & Ugen, S. (2016). Solving arithmetic problems in first and second language: Does the language context matter? Learning and Instruction, 42, 72–82. https://doi.org/10.1016/j.learninstruc.2016.01.003CrossRef

Van Rinsveld, A., Dricot, L., Guillaume, M., Rossion, B., & Schiltz, C. (2017). Mental arithmetic in the bilingual brain: Language matters. Neuropsychologia, 101, 17–29. https://doi.org/10.1016/j.neuropsychologia.2017.05.009CrossRefPubMed

vanMarle, K., Chu, F. W., Mou, Y., Seok, J. H., Rouder, J., & Geary, D. C. (2018). Attaching meaning to the number words: Contributions of the object tracking and approximate number systems. Developmental Science, 21(1), 1–17. https://doi.org/10.1111/desc.12495CrossRef

Verschaffel, L., Greer, B., & De Corte, E. (2000). Making sense of word problems. Swets & Zeitlinger.

Von Aster, M. G., & Shalev, R. S. (2007). Number development and developmental dyscalculia. Developmental Medicine and Child Neurology, 49(11), 868–873. https://doi.org/10.1111/j.1469-8749.2007.00868.xCrossRef

Vukovic, R. K., & Lesaux, N. K. (2013). The language of mathematics: Investigating the ways language counts for ’children’s mathematical development. Journal of Experimental Child Psychology, 115(2), 227–244. https://doi.org/10.1016/j.jecp.2013.02.002CrossRefPubMed

Wagner, K., Kimura, K., Cheung, P., & Barner, D. (2015). Why is number word learning hard? Evidence from bilingual learners. Cognitive Psychology, 83, 1–21. https://doi.org/10.1016/j.cogpsych.2015.08.006CrossRefPubMed

Wang, Y., Lin, L., Kuhl, P., & Hirsch, J. (2007). Mathematical and linguistic processing differs between native and second languages: An fMRI study. Brain Imaging and Behavior, 1(3–4), 68–82. https://doi.org/10.1007/s11682-007-9007-yCrossRef

Weis, L., Boehm, B., & Krug, A. (2020). PISA 2018 Luxemburg: Kompetenzen von Schülerinnen und Schülern im internationalen Vergleich [PISA 2018 Luxembourg: Competencies of students in international comparison]. SCRIPT. https://men.public.lu/dam-assets/catalogue-publications/statistiques-etudes/secondaire/pisa-2018-vergleich.pdf

Wilkey, E. D., & Ansari, D. (2020). Challenging the neurobiological link between number sense and symbolic numerical abilities. Annals of the New York Academy of Sciences, 1464(1), 76–98. https://doi.org/10.1111/nyas.14225CrossRefPubMed

World Health Organization. (2019). International statistical classification of diseases and related health problems (11th ed.).

Xenidou-Dervou, I., van Atteveldt, N., Surducan, I. M., Reynvoet, B., Rossi, S., & Gilmore, C. (2023). Multiple number-naming associations: How the inversion property affects adults’ two-digit number processing. Quarterly Journal of Experimental Psychology, 17470218231181367. https://doi.org/10.1177/17470218231181367

Xu, C., Di Lonardo Burr, S., Skwarchuk, S. L., Douglas, H., Lafay, A., Osana, H. P., Simms, V., Wylie, J., Maloney, E. A., & LeFevre, J. A. (2022a). Pathways to learning mathematics for students in French-immersion and English-instruction programs. Journal of Educational Psychology, 114(6), 1321–1342. https://doi.org/10.1037/edu0000722

Xu, C., Lafay, A., Douglas, H., Di Lonardo Burr, S., LeFevre, J. A., Osana, H. P., Skwarchuk, S. L., Wylie, J., Simms, V., & Maloney, E. A. (2022b). The role of mathematical language skills in arithmetic fluency and word-problem solving for first- and second-language learners. Journal of Educational Psychology, 114(3), 513–539. https://doi.org/10.1037/edu0000673CrossRef

Titel: Thinking about numbers in different tongues: An overview of the influences of multilingualism on numerical and mathematical competencies
Auteurs: Christine Schiltz
Rémy Lachelin
Vera Hilger
Mila Marinova
Publicatiedatum: 26-07-2024
Uitgeverij: Springer Berlin Heidelberg
Gepubliceerd in: Psychological Research / Uitgave 8/2024
Print ISSN: 0340-0727
Elektronisch ISSN: 1430-2772
DOI: https://doi.org/10.1007/s00426-024-01997-y

Andere artikelen Uitgave 8/2024

The association between physical activity and memory interference

Research

The contribution of eye gaze and movement kinematics to the expression and identification of social intention in object-directed motor actions

Research

How do emotions respond to outcome values and influence choice?

Open Access
Research

Strategy variability in computational estimation and its association with mathematical achievement

Research

Financial scarcity and financial avoidance: an eye-tracking and behavioral experiment

Open Access
Research

Erroneous saccade co-execution during manual action control is independent of oculomotor stimulus-response translation ease

Open Access
Research