Learning Mathematics in a Second Language

Abstract

There are increasing numbers of students throughout the world learning mathematics in a language which is not their first language. Teachers and educators need to assess whether this is desirable, and to attempt to find ways in which children in bilingual education programmes can learn mathematics in a meaningful way. Theories on the interaction of language and cognitive development, and language and mathematical thinking, as well as studies conducted with bilingual students can inform our thinking about this issue. These ideas have important implications for teaching, texts and curriculum development. This paper examines some of these ideas in the context of South African education.