How the Language of Instruction Influences Mathematical Thinking Development in the First Years of Bilingual Schoolers.

The present research study focuses on how the language of instruction has an impact on the mathematical thinking development as a consequence of using a language of instruction different from the students' mother tongue. In CLIL () academic content and a foreign language are leant at the same time, a methodology that is widely used in the schools in the present times. It is, therefore, our main aim to study if the language of instruction in second language immersion programs influences the development of the first formal mathematical concepts.

A Constructivist Intervention Program for the Improvement of Mathematical Performance Based on Empiric Developmental Results (PEIM).

Teaching mathematics and improving mathematics competence are pending subjects within our educational system. The PEIM (), a constructivist intervention program for the improvement of mathematical performance, affects the different agents involved in math learning, guaranteeing a significant improvement in students' performance. The program is based on the following pillars: (a) students become the main agents of their learning by constructing their own knowledge; (b) the teacher must be the guide to facilitate and guarantee such a construction by being a great connoisseur of the fundamental aspects of the development of the child's mathematical thinking; (c) the mathematical contents must be sequenced in terms of the complexity and significance for the student as well as contextualized at all times; and (d) the classroom must have a constructivist climate highlighting cooperative work among students.

The degree of abstraction in solving addition and subtraction problems.

In this study, the incidence of the degree of abstraction in solving addition and subtraction problems with the unknown in the first term and in the result is analyzed. Ninety-six students from first grade to fourth grade in Primary Education (24 students per grade) solved arithmetic problems with objects, drawings, algorithms, and verbal problems. The participants were interviewed individually and all sessions were video-taped.