PUB - Publikationen an der Universität Bielefeld

The context of our article – relying on investigations of the interdisciplinary research project MuM-Multi on multilingualism in mathematics – consists of bi-/plurilingual learning processes, especially in secondary education. Based on a corpus of five remediating small group classes on fractions with up to five bilingual (Turkish–German) students, it is asked whether and how networks of mathematical representation modes correlate to networks of languages in use. Here we concentrate on Turkish as their home language (forced by teachers) in correlation to German as the common classroom language. By activating their home language, the students may (or may not) benefit with respect to their conceptual understanding of mathematical concepts. The qualitative analyses (considering nonverbal communication, verbal communication and material action) show that the intertwining of languages is due to different approaches in conceptualization and provides a better understanding especially in collective problem-solving constellations and for the consolidation of knowledge.