Linguistic and cultural influences on learning mathematics

By R. Cocking, Jose P. Mestre. 1989

Subfields: Cognitive Science & Psychology

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In Cognitive Science & Psychology

1. Mateusz Malinowski
2. Piotr Pikekos
3. Judit Moschkovich
4. Henryk Michalewski
5. E. Trumbull

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.”
• Effects of High School Course-Taking on Secondary and Postsecondary Success (2012, background): “Students are defined as ‘‘high ability’’ if the average of their standardized 8th-grade math and reading FCAT scores was above 1.19 As these rows show, more than three-quarters of high ability students take Level-3 courses in math, English, science, and social studies by the fall of 10th grade, wher”
• Examining Language in Context: The Need for New Research and Practice Paradigms in the Testing of English-Language Learners (2003, background): “First, like many others before us (cf., Bruner, 1993; Calfee & Berliner, 1996; Cocking & Mestre, 1988; Jacob et al., 1996; Rogoff, 1990; Saxe, 1991; Snow & Lohman, 1989), we recognize that contextual factors play a critical role as mediators of cognitive processes.”
• A Situated and Sociocultural Perspective on Bilingual Mathematics Learners (2002, background): “…bilingual 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,…”