the impact of language level on mathematics learning

Several mathematical learning theories and theories related to language acquisition have been found to have conceptual similarities. an intersection of ideas led to the development of a conceptual framework that defines four stages of mathematical learning: receiving, replicating, negotiating meaning, and producing. the purpose of this study is to empirically investigate this theoretical construct through qualitative research methods and transcripts of student work and communication. in addition, it aims to explore the relationship between mathematics cognition and the math acquisition framework. based on the opinions expressed in the literature on language acquisition and mathematical learning, a set of mathematics questions was developed to explore students mathematical understanding, communication, and behavior. these questions regard topics consistent with the students’ respective classroom levels. student work and communication are analyzed through mathematical issues such as number theory (prime numbers), graphical representations, word problems, graphical analysis of asymptotes, and combinatorics. this study shows that this construct can be helpful for identifying students progress in learning mathematics and how to support them to attain the next level. it has been suggested that teachers should provide a sequence of activities that increase the cognitive demands on students over time. students can and will persevere through cognitively demanding tasks despite the fact that many teachers underestimate their abilities.