Frontmatter

Kapitel in diesem Buch

1. Frontmatter I
2. Foreword V
3. Introduction VII
4. Acknowledgments XI
5. Contents XIII
6. I Perspectives on mathematics and language of different disciplines
7. The diversity of linguistic references to quantities across the world’s cultures 1
8. Language and mathematics: How children learn arithmetic through specifying their lexical concepts of natural numbers 21
9. A neuropsychological perspective on the development of and the interrelation between numerical and language processing 40
10. Culture and language: How do these influence arithmetic? 65
11. Exploiting the epistemic role of multilingual resources in superdiverse mathematics classrooms: Design principles and insights into students’ learning processes 80
12. II Language learning and mathematics development
13. Ties of math and language: A cognitive developmental perspective 101
14. The relative importance of “parental talk” as a predictor of the diversity in mathematics learning in young children 132
15. Number words, quantifiers, and arithmetic development with particular respect of zero 149
16. III Multilingualism and mathematical learning
17. Directionality of number space associations in Hebrew-speaking children: Evidence from number line estimation 163
18. Exact number representations in first and second language 183
19. Identifying math and reading difficulties of multilingual children: Effects of different cut-offs and reference groups 200
20. IV Vision, hearing, and speech language impairments
21. Numerical competencies in preschoolers with language difficulties 231
22. Disentangling the relationship between mathematical learning disability and second-language acquisition 245
23. Blindness and deafness: A window to study the visual and verbal basis of the number sense 265
24. V Language as learning resource in school
25. Reading and writing words and numbers: Similarities, differences, and implications 291
26. The assessment of mathematics vocabulary in the elementary and middle school grades 313
27. Language issues in mathematics word problems for English learners 331
28. Fifth-grade students’ production of mathematical word problems 350
29. The influence of reading comprehension on solving mathematical word problems: A situation model approach 370
30. Supporting teachers to scaffold students’ language for mathematical learning 396
31. About the editors 413
32. List of authors 415