Mother Tongue and Mathematics Instruction in Multilingual Contexts: An Quantitative Analysis of Teacher Cognition among Elementary-grade Teachers
Metadatos
Mostrar el registro completo del ítemAutor
Caspillo, Warrelen D.Editorial
Universidad de Granada
Materia
Mathematics Perceptions Teacher cognition Mother tongue Multilingual contexts
Fecha
2022-01-28Referencia bibliográfica
Warrelen D Caspillo (2022). Mother Tongue and Mathematics Instruction in Multilingual Contexts: An Quantitative Analysis of Teacher Cognition among Elementary-grade Teachers Journal for Educators, Teachers and Trainers, Vol. 13(1). 118 – 125. DOI: [10.47750/jett.2022.13.01.014]
Resumen
In the realization of the teaching and learning process, the Language of Instruction plays a crucial and
vital role. Thus, determining what language to use remains a debate among scholars, and a concern
among educators. Along this line, it is worth to note that teachers’ cognition towards a language used
for instruction is an important aspect to consider, because cognition influences behavior. Hence, this
study investigated the perceptions of teachers towards the use of Mother Tongue as medium of
instruction in the teaching of Mathematics. The study employed a quantitative research design
utilizing an adapted research tool administered to a total of 102 elementary-grade mathematics
teachers. Interesting results are discussed herein.