Bilingual math lessons with digital tools : challenges can be door opener to language and technology

Although, mathematics can be understood as universal, some authors take the view that there are differences in school mathematics among different countries. The more complex mathematical topics are, the more the linguistic or cultural differences disappear. In this text, three hypotheses are tested: In a school context, differences in mathematical education between Germany and the US exist. These differences are relevant to bilingual math lessons. Digital mathematical tools can be door openers and help to deal with these differences. Based on two examples of American-German bilingual learning environments, conclusions can be drawn. Math lessons were observed in the MISTI Global Teaching Lab program and the German International School Boston. A two-step mixed-method study was developed to identify and describe differences in the mathematical education and the role of digital mathematical tools.


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