Linguistic differences and problem-solving routines in mathematics: A comparison of US and Korean students

Authors

  • Dong Joong Kim Korea University
  • Jeong-il Cho Indiana University Purdue University at Fort Wayne

Keywords:

discourse analysis, English and Korean language differences, mathematics, routines

Abstract

The purpose of this study is to investigate routines as guides for mathematical thinking. Four English-speaking and four Korean-speaking students were interviewed in English about the concepts of limit and infinity. Based on the communicational approach to cognition, which views mathematics as a discourse, we identified the primary characteristics of students’ routines for infinity and limit. Results show that language differences between English and Korean affect students’ problem-solving routines in mathematics. On the basis of these results, we conclude that there is a need to deal with linguistic sensitivity in mathematics learning.

Author Biographies

Dong Joong Kim, Korea University

Associate Professor in the Department of Mathematics Education at Korea University

Jeong-il Cho, Indiana University Purdue University at Fort Wayne

Associate Professor

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Published

2017-12-22

Issue

Vol. 16 No. 4 (2017)

Section

General Refereed Papers

License

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