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The Cognitive Function of Language and Its Influence on the Learning of Mathematics in Inclusive Settings: A Primary School Study on the Example of Multiplication and Division

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Inclusive Mathematics Education

Abstract

The fact that mathematics learning never takes place in a nonverbal setting is obvious, because speech does not only have a communicative function but also a cognitive function and functions as language of thought in mathematical learning situations. Nonetheless, this language of thought is quite abstract, because it is a universalizing language that represents general conceptual understanding. For example, with multiplication and division it is demonstrated in this paper what exactly is to be understood under language of thought with these two calculation operations. A design experiment is introduced that starts with the development of a conceptual understanding with the help of concrete and iconic representations and features the simultaneous promotion of lexical linguistic devices for the expression of substantive ideas. In the subsequent in-depth analysis of two children with special needs in learning, the individual learning trajectories of these two children are broken down in detail. It follows that the link between the concrete and iconic register with simultaneous concept-based verbalization results in enormous learning progress in the understanding of multiplication and division. On the other hand, an omission of these concept-based verbalizations reveals little learning process and no contentual development of concepts.

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Authors and Affiliations

  1. Technische Universität Dortmund, Dortmund, Germany

    Daniela Götze

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  1. Daniela Götze
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Correspondence to Daniela Götze .

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Editors and Affiliations

  1. Pädagogische Hochschule Vorarlberg, Feldkirch, Austria

    David Kollosche

  2. Universidade Federal de São Paulo, Diadema, Brazil

    Renato Marcone

  3. Universität Potsdam, Potsdam, Germany

    Michel Knigge

  4. Universidade Estadual Paulista, Rio Claro, Brazil

    Miriam Godoy Penteado  & Ole Skovsmose  & 

  5. Aalborg Universitet, Aalborg, Denmark

    Ole Skovsmose

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Götze, D. (2019). The Cognitive Function of Language and Its Influence on the Learning of Mathematics in Inclusive Settings: A Primary School Study on the Example of Multiplication and Division. In: Kollosche, D., Marcone, R., Knigge, M., Penteado, M.G., Skovsmose, O. (eds) Inclusive Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-11518-0_22

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  • DOI: https://doi.org/10.1007/978-3-030-11518-0_22

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-11517-3

  • Online ISBN: 978-3-030-11518-0

  • eBook Packages: EducationEducation (R0)

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