Language-related learning of mathematics: a comparison of kindergarten and primary school as places of learning

Abstract

The study described in this paper presents research results from two separate projects, as well as two theoretical pillars that form the foundation of these projects. The first of these pillars focuses on the interactional relationship between mathematical and linguistic learning; the second defines an understanding of learning as a process that unfolds through institutions, whereby the most important element in the education of a child is the child him/herself rather than the specific place of learning. That is, for the purposes of this paper, the same linguistic issues arise independently of whether the child is in primary school or kindergarten. The results of both projects are used in the reconstruction of linguistic conditions of the learning of mathematics. These analyses can lead us to conclude that improvement in children’s linguistic competences should be only a secondary goal; the real key to the more effective promotion of children’s education in terms of subject-related learning seems to lie in the improved education and further education of teaching staff. The results should thus form a theoretical basis for the development of unified support and training concepts for children and educators.