Effects of Language on Children’s Understanding of Mathematics:: Implications for Teacher Education | The Electronic Journal for Research in Science & Mathematics Education

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Mistretta"/> <meta name="DC.Creator.PersonalName" content="Justin Adcock"/> <meta name="DC.Creator.PersonalName" content="Gina Borgioli Yoder"/> <meta name="DC.Creator.PersonalName" content="Elisabeth Johnston"/> <meta name="DC.Creator.PersonalName" content="Lingguo Bu"/> <meta name="DC.Creator.PersonalName" content="Patricia M. Nugent"/> <meta name="DC.Creator.PersonalName" content="Loi Booher"/> <meta name="DC.Date.created" scheme="ISO8601" content="2022-08-02"/> <meta name="DC.Date.dateSubmitted" scheme="ISO8601" content="2021-01-20"/> <meta name="DC.Date.issued" scheme="ISO8601" content="2022-08-02"/> <meta name="DC.Date.modified" scheme="ISO8601" content="2022-08-02"/> <meta name="DC.Description" xml:lang="en" content="Teacher educators have a moral and civic obligation to examine ways in which language and mathematics are connected and supported in teaching and learning mathematics. It is essential to examine the roles and influence of family, parents, community, teachers, administration, and teacher educators as they collaborate to support learners. Their role should be considered in preparing and supporting teachers to develop curriculum, plan instruction, and implement strategies that support students’ development of language in the mathematics classroom. An examination of the literature of the effects of language on children’s understanding of mathematics was conducted identifying six areas: 1) impact of language on understanding; 2) symbols, expressions and language connections; 3) language development, play and family influences; 4) effects of teachers’ listening orientation; 5) implications for English Language learners; and 6) technology and digital media. 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Children’s Understanding of Mathematics: <small> Implications for Teacher Education </small> </h1> </header> <div class="row"> <section class="article-sidebar col-md-4"> <h2 class="sr-only">Article Sidebar</h2> <div class="cover-image"> <a href="https://ejrsme.icrsme.com/issue/view/1672"> <img class="img-responsive" src="https://ejrsme.icrsme.com/public/journals/89/cover_issue_1672_en_US.png" alt="" > </a> </div> <div class="download"> <a class="galley-link btn btn-primary pdf" role="button" href="https://ejrsme.icrsme.com/article/view/21262/14641"> PDF </a> </div> <div class="list-group"> <div class="list-group-item date-published"> <strong>Published:</strong> Aug 2, 2022 </div> </div> </section> <div class="col-md-8"> <section class="article-main"> <h2 class="sr-only">Main Article Content</h2> <div class="authors"> <div class="author"> <strong>Trena L. Wilkerson</strong> <div class="article-author-affilitation"> Baylor University </div> </div> <div class="author"> <strong>Regina M. Mistretta</strong> <div class="article-author-affilitation"> St. John’s University </div> <div class="orcid"> <a href="http://orcid.org/0000-0003-0663-2343" target="_blank"> http://orcid.org/0000-0003-0663-2343 </a> </div> </div> <div class="author"> <strong>Justin Adcock</strong> <div class="article-author-affilitation"> Regis University </div> <div class="orcid"> <a href="http://orcid.org/0000-0002-8720-4094" target="_blank"> http://orcid.org/0000-0002-8720-4094 </a> </div> </div> <div class="author"> <strong>Gina Borgioli Yoder</strong> <div class="article-author-affilitation"> Indiana University–Purdue University </div> <div class="orcid"> <a href="http://orcid.org/0000-0002-2039-3783" target="_blank"> http://orcid.org/0000-0002-2039-3783 </a> </div> </div> <div class="author"> <strong>Elisabeth Johnston</strong> <div class="article-author-affilitation"> Plymouth State University </div> </div> <div class="author"> <strong>Lingguo Bu</strong> <div class="article-author-affilitation"> Southern Illinois University </div> <div class="orcid"> <a href="http://orcid.org/0000-0003-3945-7545" target="_blank"> http://orcid.org/0000-0003-3945-7545 </a> </div> </div> <div class="author"> <strong>Patricia M. Nugent</strong> <div class="article-author-affilitation"> Bradley University </div> <div class="orcid"> <a href="http://orcid.org/0000-0002-5021-0482" target="_blank"> http://orcid.org/0000-0002-5021-0482 </a> </div> </div> <div class="author"> <strong>Loi Booher</strong> <div class="article-author-affilitation"> University of Central Arkansas </div> <div class="orcid"> <a href="http://orcid.org/0000-0003-3163-9125" target="_blank"> http://orcid.org/0000-0003-3163-9125 </a> </div> </div> </div> <div class="article-summary" id="summary"> <h2>Abstract</h2> <div class="article-abstract"> <p>Teacher educators have a moral and civic obligation to examine ways in which language and mathematics are connected and supported in teaching and learning mathematics. It is essential to examine the roles and influence of family, parents, community, teachers, administration, and teacher educators as they collaborate to support learners. Their role should be considered in preparing and supporting teachers to develop curriculum, plan instruction, and implement strategies that support students’ development of language in the mathematics classroom. An examination of the literature of the effects of language on children’s understanding of mathematics was conducted identifying six areas: 1) impact of language on understanding; 2) symbols, expressions and language connections; 3) language development, play and family influences; 4) effects of teachers’ listening orientation; 5) implications for English Language learners; and 6) technology and digital media. Implications for teacher education and future research are presented.</p> </div> </div> </section> <section class="article-more-details"> <h2 class="sr-only">Article Details</h2> <div class="panel panel-default issue"> <div class="panel-heading"> Issue </div> <div class="panel-body"> <a class="title" href="https://ejrsme.icrsme.com/issue/view/1672"> Vol. 26 No. 2 (2022): Electronic Journal for Research in Science and Mathematics Education </a> </div> </div> <div class="panel panel-default section"> <div class="panel-heading"> Section </div> <div class="panel-body"> Practice / Theoretical </div> </div> <div class="panel panel-default copyright"> <div class="panel-body"> <p>© 2025 Electronic Journal for Research in Science & Mathematics Education (EJRSME)</p> </div> </div> </section> </div> </div> </article> </div> </main> <aside id="sidebar" class="pkp_structure_sidebar left col-xs-12 col-sm-8 col-md-4" role="complementary" aria-label="Sidebar"> <div class="pkp_block block_information"> <h2 class="title">Information</h2> <div class="content"> <ul> <li> <a href="https://ejrsme.icrsme.com/information/readers"> For Readers </a> </li> <li> <a href="https://ejrsme.icrsme.com/information/authors"> For Authors </a> </li> <li> <a href="https://ejrsme.icrsme.com/information/librarians"> For Librarians </a> </li> </ul> </div> </div> </aside> </div> <footer class="footer" role="contentinfo"> <div class="container"> <div class="row"> <div class="col-md-2" role="complementary"> <a href="https://ejrsme.icrsme.com/about/aboutThisPublishingSystem"> <img class="img-responsive" alt="More information about the publishing system, Platform and Workflow by OJS/PKP." src="https://ejrsme.icrsme.com/templates/images/ojs_brand.png"> </a> </div> </div>  </div> </footer> </div> <script src="https://ejrsme.icrsme.com/lib/pkp/lib/vendor/components/jquery/jquery.min.js?v=3.3.0.18" type="text/javascript"></script><script src="https://ejrsme.icrsme.com/lib/pkp/lib/vendor/components/jqueryui/jquery-ui.min.js?v=3.3.0.18" type="text/javascript"></script><script src="https://ejrsme.icrsme.com/lib/pkp/js/lib/jquery/plugins/jquery.tag-it.js?v=3.3.0.18" type="text/javascript"></script><script src="https://ejrsme.icrsme.com/plugins/themes/bootstrap3/bootstrap/js/bootstrap.min.js?v=3.3.0.18" type="text/javascript"></script><script type="text/javascript"> (function (w, d, s, l, i) { w[l] = w[l] || []; var f = d.getElementsByTagName(s)[0], j = d.createElement(s), dl = l != 'dataLayer' ? 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Effects of Language on Children’s Understanding of Mathematics:: Implications for Teacher Education | The Electronic Journal for Research in Science & Mathematics Education