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Bilingualism and symbolic abstraction: Implications for algebra learning
ARTICLE

, University of Illinois at Chicago, United States ; , Brooklyn College and Graduate Center of the City University of New York, United States ; , University of Illinois at Chicago, United States

Learning and Instruction Volume 49, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Much of the research on bilingualism and math learning focuses on the potential challenges that bilinguals and language learners may face. The current line of research took an alternative approach and explored whether a bilingual advantage may emerge for a novel algebraic problem solving task that requires symbolic thought, the Symbol Math task. No differences were seen between bilingual and monolingual samples on basic math or executive control tasks; however, a bilingual advantage was seen in performance on the Symbol Math task across two experiments. The results suggest that bilingualism may improve the ability to engage in more abstract or symbolic thought processes, which may have important implications for algebra learning.

Citation

Mielicki, M.K., Kacinik, N.A. & Wiley, J. (2017). Bilingualism and symbolic abstraction: Implications for algebra learning. Learning and Instruction, 49(1), 242-250. Elsevier Ltd. Retrieved January 25, 2021 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2017.03.002

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