The role of language in the development of mathematical thinking. Cognitive perspective.

Abstract

1. Thesis. In pedagogy and psychology, researches focus on the socio-cultural aspects of learning and teaching. Many authors describes language issues in creating mathematical thinking. There are no definite definitions in the literature, there are many separate positions on the role of language in the development of mathematical thinking. The attempt to integrate is to analyze the subject in cognitive terms.
2. Discussed conception. The basis for interpretation is cognitive linguistics. Cognitive linguistics assumed that mathematical knowledge is embedded in culture for two reasons. First of all, mathematical potential develops through the metaphors. Secondly, mathematics is a kind of instruction give through imitation and social interaction.
3. Results and conclusion. Language is a catalyst for mathematical thinking. Mathematics is a process of cultural inheritance. A cognitive scholarly proposal can be treated as didactic guidance. However, the very significance of the role of language is not enough. There is a need to research how to teach the language, so that it becomes an effective tool in the process of shaping mathematical thinking.
4. The originality/cognitive value of the attitude. Theoretical analysis shows the problem of constructing the appropriate language, which could contribute to a more effective mathematical learning. The author notices a tendency to reduce the concept of mathematical thinking to mathematical abilities and the degradation of the language of mathematics and to identify it with the language of mathematics education.