International Group for the Psychology of Mathematics Education
Bergen, Norway, 2004

With the globalization of human activities, profound foreign language skills are of increasing importance. Bilingual lessons are a promising opportunity to enable pupils to acquire greater foreign language competence within the school context. In Germany, however, a foreign language is rarely used as a learning and working language in mathematics lessons. This paper presents the results of research on subjective convictions of teachers about mathematics as a bilingual subject which underline the central role of mathematical world views in this context.

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