Minus Degrees, Debts, Diving Depths—Specifying Lexical Means for the Introduction of Negative Numbers

Abstract

The fact that mathematics performance and language skills mutually influence each other has been found in various studies on the relationship between both dimensions. The approach of a lexical learning trajectory for supporting conceptual understanding meets these challenges by systematically linking lexical scaffolding with constructing meanings. Using the example of the introduction of negative numbers, this article is intended to show how potential language challenges can be identified based on the cognitive demands of the mathematical topic. For this purpose, the thematically relevant chapters from four schoolbooks that are frequently used in Berlin and Brandenburg were analyzed qualitatively. The lexical means on different levels (basic meaning-related, formal and extended reading vocabulary) used in the schoolbooks (words, phrases, graphical representations) were inventoried and categorized concept-driven. The data-driven development of a category frame shows an extensive topic-specific vocabulary and connecting points for an intended lexical learning trajectory. At the same time, potential language challenges, that seem to be closely linked to the conceptual challenges, when introducing negative numbers can be identified. It turns out that the linguistic complexity is mainly increased by the diversity of context given by the schoolbooks, in which numerous synonymous lexical means and their antonyms occur.