Ireland has two official languages—Gaeilge (Irish) and English. Similarly, primary- and second-level education can be mediated through the medium of Gaeilge or through the medium of English. This research is primarily focused on students (Gaeilgeoirí) in the transition from Gaeilge-medium mathematics education to English-medium mathematics education. Language is an essential element of learning, of thinking, of understanding and of communicating and is essential for mathematics learning. The content of mathematics is not taught without language and educational objectives advocate the development of fluency in the mathematics register. The theoretical framework underpinning the research design is Cummins’ (1976). Thresholds Hypothesis. This hypothesis infers that there might be a threshold level of language proficiency that bilingual students must achieve both in order to avoid cognitive deficits and to allow the potential benefits of being bilingual to come to the fore. The findings emerging from this study provide strong support for Cummins’ Thresholds Hypothesis at the key transitions—primary- to second-level and second-level to third-level mathematics education—in Ireland. Some implications and applications for mathematics teaching and learning are presented.
- Sharing some thoughts about the process of settling down in Ann Arbor. #Sabbatical fulbright.no/grantee-experi… 3 months ago
- RT @velonews: Time trials can be a snooze, but the elite men’s ITT championship race was quite the opposite. velonews.com/2017/09/news/b… 3 months ago
- RT @UMichFootball: It’s GAME DAY! And we’re back home! #GoBlue https://t.co/2D0LrxW26l 4 months ago
- RT @UMichFootball: Tomorrow, the Wolverines return to The Big House. “You get chills.” #GoBlue https://t.co/syU3YHTUxn 4 months ago
- RT @SpringerEdu: Special Issue from ZDM! Digital Curricula in Mathematics Education. Interested? Check this out link.springer.com/journal/11858/… htt… 4 months ago