Diversity Dimensions in Mathematics and Language Learning: Perspectives on Culture, Education and Multilingualism

Foreword\nIntroduction\nAcknowledgments\nContents\nI Perspectives on mathematics and language of different disciplines\nThe diversity of linguistic references to quantities across the world’s cultures\nLanguage and mathematics: How children learn arithmetic through specifying their lexical concepts of natural numbers\nA neuropsychological perspective on the development of and the interrelation between numerical and language processing\nCulture and language: How do these influence arithmetic?\nExploiting the epistemic role of multilingual resources in superdiverse mathematics classrooms: Design principles and insights into students’ learning processes\nII Language learning and mathematics development\nTies of math and language: A cognitive developmental perspective\nThe relative importance of “parental talk” as a predictor of the diversity in mathematics learning in young children\nNumber words, quantifiers, and arithmetic development with particular respect of zero\nIII Multilingualism and mathematical learning\nDirectionality of number space associations in Hebrew-speaking children: Evidence from number line estimation\nExact number representations in first and second language\nIdentifying math and reading difficulties of multilingual children: Effects of different cut-offs and reference groups\nIV Vision, hearing, and speech language impairments\nNumerical competencies in preschoolers with language difficulties\nDisentangling the relationship between mathematical learning disability and second-language acquisition\nBlindness and deafness: A window to study the visual and verbal basis of the number sense\nV Language as learning resource in school\nReading and writing words and numbers: Similarities, differences, and implications\nThe assessment of mathematics vocabulary in the elementary and middle school grades\nLanguage issues in mathematics word problems for English learners\nFifth-grade students’ production of mathematical word problems\nThe influence of reading comprehension on solving mathematical word problems: A situation model approach\nSupporting teachers to scaffold students’ language for mathematical learning\nAbout the editors\nList of authors