The Role of Language Comprehension in Mathematics and Problem Solving

By Jose P. Mestre. 1988

Subfields: Cognitive Science & Psychology

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In Cognitive Science & Psychology

1. Mateusz Malinowski
2. Piotr Pikekos
3. Ellen Bialystok
4. Jamal Abedi
5. Carol Lord
6. C. Brown
7. Henryk Michalewski

Citations in the corpus

• Measuring and Improving BERT’s Mathematical Abilities by Predicting the Order of Reasoning. (2021, background): “Development psychologists (Cocking et al., 1988; Mestre, 2013) often argue for the necessity of learning languages and point out that those with limited language skills are in danger of under-performing at school.”
• The Language Factor in Mathematics Tests (2001, background): “Although there is no evidence to suggest that the basic abilities of ELL students are different from non-ELL students, the achievement differences between ELL and non-ELL students are pronounced (Cocking & Chipman, 1988; Mestre, 1988).”
• Equity of Literacy-Based Math Performance Assessments for English Language Learners (2005, background): “A bilingual student in ninthgrade Algebra I wrote “X3 > N” as an answer to “The number of nickels in my pocket is three times more than the number of dimes” (Mestre, 1988 p. 205).”
• Assessment Accommodations for English Language Learners: Implications for Policy-Based Empirical Research (2004, unknown): “…scores (Aiken, 1971, 1972; Cocking & Chipman, 1988; De Corte, Verschaffel, & De Win, 1985; Jerman & Rees, 1972; Kintsch & Greeno, 1985; Larsen, Parker, & Trenholme, 1978; Lepik, 1990; Mestre, 1988; Munro, 1979; Noonan, 1990; Orr, 1987; Rothman & Cohen, 1989; Spanos, Rhodes, Dale, & Crandall, 1988).”
• Psychometric Issues in the ELL Assessment and Special Education Eligibility (2006, background): “Several types of negative forms are confusing to ELLs (Mestre, 1988): Double negative: Not all the workers at the factory are not male.”
• Performance of English Language Learners as a Subgroup in Large-Scale Assessment: Interaction of Research and Policy (2007, unknown): “Thus, language factors may seriously confound the outcomes of instruction and assessment in content-based areas (Abedi, Lord, & Hofstetter, 1998; Cocking & Chipman, 1988; De Corte, Verschaffel, & DeWin, 1985; Kintsch & Greeno, 1985; Larsen, Parker, & Trenholme, 1978; Lepik, 1990; Mestre, 1988; Munro”
• Cognitive Effects of Bilingualism: How Linguistic Experience Leads to Cognitive Change (2007, background): “Mestre (1988), however, demonstrated that bilingual and monolingual children who were equated for language ability solved mathematical problems to exactly the same level of competence, removing the interpretation that bilingualism itself was responsible for performance differences in this domain.”
• A Situated and Sociocultural Perspective on Bilingual Mathematics Learners (2002, unknown): “…Latino students faced in terms of solving word problems, understanding vocabulary, or translating from English to mathematical symbols (Cocking & Mestre, 1988; Cuevas, 1983; Cuevas, Mann, & McClung, 1986; Mestre, 1981, 1988; Spanos & Crandall, 1990; Spanos, Rhodes, Dale, & Crandall, 1988).”
• Standardized Achievement Tests and English Language Learners: Psychometrics Issues (2002, background): “They may also perform less well on tests because they read more slowly (Mestre, 1988).”