Abstract
A teaching experiment in correlating the instruction of courses in Elementary Algebra and Intermediate ESL is described whose results suggest a measurable transfer of thought organization from algebraic thinking into written natural English. It is shown that a proper context to situate this new effect is (1) the Zone of Proximal Development (ZPD) of L. Vygotsky and (2) a new concept of the “Relative ZPD” characterizing the relationship between the ZPD of arithmetic/algebra and ZPD of native/foreign language.
Cite
CITATION STYLE
Czarnocha, B. (2016). Algebra/English as a second language (ESL) teaching experiment. In The Creative Enterprise of Mathematics Teaching Research: Elements of Methodology and Practice - From Teachers to Teachers (pp. 455–473). Sense Publishers. https://doi.org/10.1007/978-94-6300-549-4_34
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