{"id":1877,"date":"2026-06-01T11:36:49","date_gmt":"2026-06-01T11:36:49","guid":{"rendered":"https:\/\/magrid.education\/language-barriers-in-math-learning\/"},"modified":"2026-06-02T18:10:55","modified_gmt":"2026-06-02T18:10:55","slug":"language-barriers-in-math-learning","status":"publish","type":"post","link":"https:\/\/magrid.education\/es\/language-barriers-in-math-learning\/","title":{"rendered":"Language Barriers in Math Learning"},"content":{"rendered":"<h2><strong><span style=\"color: #3366ff;\">Teaching Math without Language<\/span><\/strong><\/h2>\n<p><span style=\"font-weight: 400;\">One of the most common questions in a job interview \u2013 \u201cTell us about your strengths and weaknesses\u201d. But what if we flip the question to \u2013 \u201cHow did you get these strengths or work on your weaknesses?\u201d<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Do you remember if language was involved in learning any of these skills? For example, say that you are a talented artist. How did you learn to draw? Did your teachers help you, or was it videos you saw online?\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Maybe, you read some books and taught yourself?<\/span><\/p>\n<p><span style=\"font-weight: 400;\">As you might have noticed, the common thread among all these methods is language. It could be your mother tongue or the one you are proficient in. Can you imagine how good you would be at drawing if your art class were in a language you were not good at?<\/span><\/p>\n<p>&nbsp;<\/p>\n<h2><strong><span style=\"color: #3366ff;\">Learning in a foreign language<\/span><\/strong><\/h2>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center;\"><img fetchpriority=\"high\" decoding=\"async\" class=\"size-medium wp-image-27664 aligncenter\" src=\"https:\/\/magrid.education\/wp-content\/uploads\/2023\/07\/2-3-640x427.jpg\" alt=\"\" width=\"640\" height=\"427\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">In the era of globalization, you will need to learn another language at some point. You may live in a foreign country with different cultures at some point. After all, we live in a century with mass migration rates (Castles &amp; Miller, 2009). Sound exciting, right?<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Imagine a situation where you are moving to a new country with your family. In what language would you converse with your children? It would be your mother tongue. Yet, when they go to school, the language of instruction is \u2026 you guessed it \u2013 the local language. Will they be great at drawing if she does not master the language of teaching? Maybe she will not be great at drawing because it is not her thing. Of course, this is not limited to a teacher but to every field of interest.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h2><strong><span style=\"color: #3366ff;\">Math Learning In a Second Language<\/span><\/strong><\/h2>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center;\"><img decoding=\"async\" class=\"size-medium wp-image-27665 aligncenter\" src=\"https:\/\/magrid.education\/wp-content\/uploads\/2023\/07\/3-4-640x427.jpg\" alt=\"\" width=\"640\" height=\"427\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\"><strong>Let\u2019s go to our favorite subject: Mathematics<\/strong>.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In our previous blogs, we discussed how important math is for everyone.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">What was it like for you to learn Math? Can you imagine what would happen if you were learning Math in a foreign language? Would it have been the same experience?<\/span><\/p>\n<p><span style=\"font-weight: 400;\">These kids have to work substantially harder compared to their native speaker classmates. Besides paying attention to learning math concepts, they also have to translate words and explanations.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">This adds extra effort to math classes and may decrease the success rate in the math activities. Does this mean they are not good at math?\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">As a teacher or parent, you might have seen children getting dejected about not being good at math. More often than not, they could just be struggling with the language, not the math per se.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center;\"><img decoding=\"async\" class=\"wp-image-27666 aligncenter\" src=\"https:\/\/magrid.education\/wp-content\/uploads\/2023\/07\/4-3-640x960.jpg\" alt=\"\" width=\"501\" height=\"752\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">The problem is not limited to children with migratory backgrounds. The same is applicable for other situations, such as children with:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Language Disorders<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Hearing Problems (Partial or complete)<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Learning Difficulties (Dyslexia, Dyscalculia, Dysgraphia etc.)<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Autismo<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Down\u2019s Syndrome<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">and many such cases.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h2><strong><span style=\"color: #3366ff;\">Wait, but is it such a big problem?<\/span><\/strong><\/h2>\n<p><strong><span style=\"font-weight: 400;\">Per a study by <\/span><a href=\"https:\/\/en.unesco.org\/news\/40-don-t-access-education-language-they-understand\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">UNESCO<\/span><\/a><span style=\"font-weight: 400;\">, approximately 40% of the children don\u2019t get an education in a language they understand.<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center;\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-27667 aligncenter\" src=\"https:\/\/magrid.education\/wp-content\/uploads\/2023\/07\/5-2-640x427.jpg\" alt=\"\" width=\"640\" height=\"427\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">One of the most crucial school subjects is mathematics. Mathematical skill level at school entry is a strong predictor of later academic achievement (Duncan &amp; et al., 2007).\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In fact, children who fall behind their peers when entering formal schooling are at a high risk of lagging in mathematics throughout schooling (Jordan, et al., 2009, Hornung, et al. 2014). How we (educators, teachers, and parents) teach children mathematics can make a big difference in their performance.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Actually, 22 to 40% of school children worldwide speak a different language at home than at school (Su\u00e1rez-Orozco, 2015). Moreover, 3 to 14% have hearing problems (Chan &amp; Chang, 2014). Using language for explanations may have so low mathematical understanding.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">This can be particularly problematic if we consider the beginning of the school career, where the basis for understanding all other mathematical concepts will be formed.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In fact, 5 to 8 years may be required for the mastery of the linguistic skills. Only after that can a student effectively achieve academic pursuits in a second language (Cummins,1980). Thus, non-native speakers risk missing out on many learning opportunities due to the language barrier.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center;\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-27668 aligncenter\" src=\"https:\/\/magrid.education\/wp-content\/uploads\/2023\/07\/6-2-640x480.jpg\" alt=\"\" width=\"640\" height=\"480\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">More importantly, deficits in basic mathematics are believed to remain throughout school years. The result is obvious. These kids fall behind their peers and will not likely catch up over the course of preschool (Aunio et al., 2015).\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Consequently, the performance gap produced by insufficient knowledge at the beginning of formal instruction is likely to persist over the course of schooling and result in lower academic achievement (Fazio, 1999).<\/span><\/p>\n<p>&nbsp;<\/p>\n<h2><strong><span style=\"color: #3366ff;\">Teaching Math without Language<\/span><\/strong><\/h2>\n<p><span style=\"font-weight: 400;\">But would it be possible to teach mathematics to young children in any other way than through the use of languages? Yes! This is already possible. Not only teaching math without language but also testing children&#8217;s performance in math without the need for verbal instructions.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Two studies have shown that this is possible!<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The first study by the researcher Max Greisen and colleagues (2018) implemented video and animation-based task instructions on touchscreen devices that need no verbal explanation for first graders. In this study, one group of children completed the tasks with verbal instructions, while another group received video instructions.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Their results suggest that the non-verbal instructions were generally well understood and that the absence of explicit verbal instructions did not influence task performance.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In other words, in small children, explicit verbal instructions can be replaced by videos showing successful task completion for children to understand the functioning and purpose of the numerical and mathematical tasks. This is an important result when put in the context of multilingual settings, where the language of instruction can negatively affect task performance.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center;\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-27669 aligncenter\" src=\"https:\/\/magrid.education\/wp-content\/uploads\/2023\/07\/7-1-640x480.jpg\" alt=\"\" width=\"640\" height=\"480\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">The other study is the one in which second-language learners participated in an intervention with the Magrid program (see Pazouki s and Cornu\u2019s thesis for more details). In total, 186 children participated in this study, half participating in the language-neutral mathematics training, and the other half were considered the control group.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">After two school years of intervention, children who participated in the early mathematics training with Magrid performed significantly better on several measures of early mathematical abilities.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">These first empirical results show that the Magrid application can be effective for all preschoolers, including second-language learners!<\/span><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center;\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-27670 aligncenter\" src=\"https:\/\/magrid.education\/wp-content\/uploads\/2023\/07\/8-640x567.png\" alt=\"\" width=\"640\" height=\"567\" \/><\/p>\n<p>&nbsp;<\/p>\n<h2><strong><span style=\"color: #3366ff;\">Wrapping Up<\/span><\/strong><\/h2>\n<p>Let&#8217;s go back to the skill you are good at.<br \/>\nHave you ever tried looking for visual language-free videos to improve your drawing skill (or your handstand, yoga moves!)?<br \/>\nYou may be surprised that you can easily improve your skill and learn different tactics with such a method. Language-free videos may facilitate the use of different teaching methods.<br \/>\nWhile your child improves her early-mathematical skills with a language-free program, you may as well try the same!<\/p>\n<p>&nbsp;<\/p>\n<h2><strong><span style=\"color: #3366ff;\">References:<\/span><\/strong><\/h2>\n<ul>\n<li><span style=\"font-weight: 400;\">Aunio, P., Heiskari, P., Van Luit, J. E., &amp; Vuorio, J. M. (2015). The development of early numeracy skills in kindergarten in low-, average- and high-performance groups. Journal of Early Childhood Research. <a href=\"https:\/\/doi.org\/10.1177\/1476718X14538722\" rel=\"nofollow\">https:\/\/doi.org\/10.1177\/1476718X14538722<\/a><\/span><\/li>\n<li><span style=\"font-weight: 400;\">Castles S. and Miller, M.J. (2009). The Age of Migration: International Population Movements in the Modern World. (4th edition). Basingstoke: Palgrave MacMillan.<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Chan, D.K., &amp; Chang, K.W. (2014). GJB2\u2010associated hearing loss: Systematic review of worldwide prevalence, genotype, and auditory phenotype. <\/span><i><span style=\"font-weight: 400;\">The Laryngoscope<\/span><\/i><span style=\"font-weight: 400;\">, 124.<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Cornu, V. The Spatial Road to Mathematics &#8211; from the Relation between Spatial Skills and Early Mathematics towards Interventions. Thesis defended in 2018. University of Luxembourg.<\/span><a href=\"https:\/\/orbilu.uni.lu\/handle\/10993\/36674\" target=\"_blank\" rel=\"noopener\"> <span style=\"font-weight: 400;\">https:\/\/orbilu.uni.lu\/handle\/10993\/36674<\/span><\/a><\/li>\n<li><span style=\"font-weight: 400;\">Cummins, J. (1980). The entry and exit fallacy in bilingual education. NABE Journal, 4(3), 25\u201359.<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., &amp; Japel, C. (2007). School readiness and later achievement. <\/span><i><span style=\"font-weight: 400;\">Developmental Psychology<\/span><\/i><span style=\"font-weight: 400;\">, 43(6), 1428\u20131446.<\/span><a href=\"https:\/\/doi.org\/10.1037\/0012-1649.43.6.1428\" target=\"_blank\" rel=\"noopener\"> <span style=\"font-weight: 400;\">https:\/\/doi.org\/10.1037\/0012-1649.43.6.1428<\/span><\/a><\/li>\n<li><span style=\"font-weight: 400;\">Fazio, B. B. (1999). Arithmetic calculation, short-term memory, and language performance in children with specific language impairment: A 5-year follow-up. Journal of Speech, Language, and Hearing Research. <a href=\"https:\/\/doi.org\/10.1044\/jslhr.4202.420\" rel=\"nofollow\">https:\/\/doi.org\/10.1044\/jslhr.4202.420<\/a><\/span><\/li>\n<li><span style=\"font-weight: 400;\">Greisen M., Hornung C., Baudson T.G., Muller C., Martin R., Schiltz C. (2018) Taking Language out of the Equation: The Assessment of Basic Math Competence Without Language . Frontiers in Psychology (9). DOI=10.3389\/fpsyg.2018.01076<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Jordan, N. C., Kaplan, D., Ramineni, C., &amp; Locuniak, M. N. (2009). Early math matters: kindergarten number competence and later mathematics outcomes. <\/span><i><span style=\"font-weight: 400;\">Developmental psychology<\/span><\/i><span style=\"font-weight: 400;\">, 45(3), 850\u2013867.<\/span><a href=\"https:\/\/doi.org\/10.1037\/a0014939\" target=\"_blank\" rel=\"noopener\"> <span style=\"font-weight: 400;\">https:\/\/doi.org\/10.1037\/a0014939<\/span><\/a><\/li>\n<li><span style=\"font-weight: 400;\">Hornung, C., Schiltz, C., Brunner, M., &amp; Martin, R. (2014). Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence. <\/span><i><span style=\"font-weight: 400;\">Frontiers in psychology<\/span><\/i><span style=\"font-weight: 400;\">, 5, 272.<\/span><a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2014.00272\" target=\"_blank\" rel=\"noopener\"> <span style=\"font-weight: 400;\">https:\/\/doi.org\/10.3389\/fpsyg.2014.00272<\/span><\/a><\/li>\n<li><span style=\"font-weight: 400;\">Pazouki, T. MaGrid &#8211; from Developing a Language-neutral Learning Application to Predictive Learning Analytics. Thesis defended in 2020. University of Luxembourg.<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Su\u00e1rez-Orozco, M., &amp; Su\u00e1rez-Orozco, C. (2015). Children of immigration. <\/span><i><span style=\"font-weight: 400;\">Phi Delta Kappan<\/span><\/i><span style=\"font-weight: 400;\">, 97(4), 8\u201314.<\/span><a href=\"https:\/\/doi.org\/10.1177\/0031721715619911\" target=\"_blank\" rel=\"noopener\"> <span style=\"font-weight: 400;\">https:\/\/doi.org\/10.1177\/0031721715619911<\/span><\/a><\/li>\n<\/ul>\n<h4><strong><span style=\"color: #3366ff;\">\u00a0 \u00a0 <\/span><\/strong><\/h4>","protected":false},"excerpt":{"rendered":"<h2><strong><span style=\"color: #3366ff;\">Teaching Math without Language<\/span><\/strong><\/h2>\n<p><span style=\"font-weight: 400;\">One of the most common questions in a job interview \u2013 \u201cTell us about your strengths and weaknesses\u201d. But what if we flip the question to \u2013 \u201cHow did you get these strengths or work on your weaknesses?\u201d<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Do you remember if language was involved in learning any of these skills? For example, say that you are a talented artist. How did you learn to draw? Did your teachers help you, or was it videos you saw online?\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Maybe, you read some books and taught yourself?<\/span><\/p>\n<p><span style=\"font-weight: 400;\">As you might have noticed, the common thread among all these methods is language. It could be your mother tongue or the one you are proficient in. Can you imagine how good you would be at drawing if your art class were in a language you were not good at?<\/span><\/p>\n<p>&nbsp;<\/p>\n<h2><strong><span style=\"color: #3366ff;\">Learning in a foreign language<\/span><\/strong><\/h2>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center;\"><img fetchpriority=\"high\" decoding=\"async\" class=\"size-medium wp-image-27664 aligncenter\" src=\"https:\/\/magrid.education\/wp-content\/uploads\/2023\/07\/2-3-640x427.jpg\" alt=\"\" width=\"640\" height=\"427\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">In the era of globalization, you will need to learn another language at some point. You may live in a foreign country with different cultures at some point. After all, we live in a century with mass migration rates (Castles &amp; Miller, 2009). Sound exciting, right?<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Imagine a situation where you are moving to a new country with your family. In what language would you converse with your children? It would be your mother tongue. Yet, when they go to school, the language of instruction is \u2026 you guessed it \u2013 the local language. Will they be great at drawing if she does not master the language of teaching? Maybe she will not be great at drawing because it is not her thing. Of course, this is not limited to a teacher but to every field of interest.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h2><strong><span style=\"color: #3366ff;\">Math Learning In a Second Language<\/span><\/strong><\/h2>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center;\"><img decoding=\"async\" class=\"size-medium wp-image-27665 aligncenter\" src=\"https:\/\/magrid.education\/wp-content\/uploads\/2023\/07\/3-4-640x427.jpg\" alt=\"\" width=\"640\" height=\"427\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\"><strong>Let\u2019s go to our favorite subject: Mathematics<\/strong>.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In our previous blogs, we discussed how important math is for everyone.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">What was it like for you to learn Math? Can you imagine what would happen if you were learning Math in a foreign language? Would it have been the same experience?<\/span><\/p>\n<p><span style=\"font-weight: 400;\">These kids have to work substantially harder compared to their native speaker classmates. Besides paying attention to learning math concepts, they also have to translate words and explanations.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">This adds extra effort to math classes and may decrease the success rate in the math activities. Does this mean they are not good at math?\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">As a teacher or parent, you might have seen children getting dejected about not being good at math. More often than not, they could just be struggling with the language, not the math per se.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center;\"><img decoding=\"async\" class=\"wp-image-27666 aligncenter\" src=\"https:\/\/magrid.education\/wp-content\/uploads\/2023\/07\/4-3-640x960.jpg\" alt=\"\" width=\"501\" height=\"752\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">The problem is not limited to children with migratory backgrounds. The same is applicable for other situations, such as children with:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Language Disorders<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Hearing Problems (Partial or complete)<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Learning Difficulties (Dyslexia, Dyscalculia, Dysgraphia etc.)<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Autismo<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Down\u2019s Syndrome<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">and many such cases.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h2><strong><span style=\"color: #3366ff;\">Wait, but is it such a big problem?<\/span><\/strong><\/h2>\n<p><strong><span style=\"font-weight: 400;\">Per a study by <\/span><a href=\"https:\/\/en.unesco.org\/news\/40-don-t-access-education-language-they-understand\"><span style=\"font-weight: 400;\">UNESCO<\/span><\/a><span style=\"font-weight: 400;\">, approximately 40% of the children don\u2019t get an education in a language they understand.<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center;\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-27667 aligncenter\" src=\"https:\/\/magrid.education\/wp-content\/uploads\/2023\/07\/5-2-640x427.jpg\" alt=\"\" width=\"640\" height=\"427\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">One of the most crucial school subjects is mathematics. Mathematical skill level at school entry is a strong predictor of later academic achievement (Duncan &amp; et al., 2007).\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In fact, children who fall behind their peers when entering formal schooling are at a high risk of lagging in mathematics throughout schooling (Jordan, et al., 2009, Hornung, et al. 2014). How we (educators, teachers, and parents) teach children mathematics can make a big difference in their performance.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Actually, 22 to 40% of school children worldwide speak a different language at home than at school (Su\u00e1rez-Orozco, 2015). Moreover, 3 to 14% have hearing problems (Chan &amp; Chang, 2014). Using language for explanations may have so low mathematical understanding.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">This can be particularly problematic if we consider the beginning of the school career, where the basis for understanding all other mathematical concepts will be formed.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In fact, 5 to 8 years may be required for the mastery of the linguistic skills. Only after that can a student effectively achieve academic pursuits in a second language (Cummins,1980). Thus, non-native speakers risk missing out on many learning opportunities due to the language barrier.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center;\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-27668 aligncenter\" src=\"https:\/\/magrid.education\/wp-content\/uploads\/2023\/07\/6-2-640x480.jpg\" alt=\"\" width=\"640\" height=\"480\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">More importantly, deficits in basic mathematics are believed to remain throughout school years. The result is obvious. These kids fall behind their peers and will not likely catch up over the course of preschool (Aunio et al., 2015).\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Consequently, the performance gap produced by insufficient knowledge at the beginning of formal instruction is likely to persist over the course of schooling and result in lower academic achievement (Fazio, 1999).<\/span><\/p>\n<p>&nbsp;<\/p>\n<h2><strong><span style=\"color: #3366ff;\">Teaching Math without Language<\/span><\/strong><\/h2>\n<p><span style=\"font-weight: 400;\">But would it be possible to teach mathematics to young children in any other way than through the use of languages? Yes! This is already possible. Not only teaching math without language but also testing children&#8217;s performance in math without the need for verbal instructions.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Two studies have shown that this is possible!<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The first study by the researcher Max Greisen and colleagues (2018) implemented video and animation-based task instructions on touchscreen devices that need no verbal explanation for first graders. In this study, one group of children completed the tasks with verbal instructions, while another group received video instructions.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Their results suggest that the non-verbal instructions were generally well understood and that the absence of explicit verbal instructions did not influence task performance.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In other words, in small children, explicit verbal instructions can be replaced by videos showing successful task completion for children to understand the functioning and purpose of the numerical and mathematical tasks. This is an important result when put in the context of multilingual settings, where the language of instruction can negatively affect task performance.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center;\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-27669 aligncenter\" src=\"https:\/\/magrid.education\/wp-content\/uploads\/2023\/07\/7-1-640x480.jpg\" alt=\"\" width=\"640\" height=\"480\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">The other study is the one in which second-language learners participated in an intervention with the Magrid program (see Pazouki s and Cornu\u2019s thesis for more details). In total, 186 children participated in this study, half participating in the language-neutral mathematics training, and the other half were considered the control group.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">After two school years of intervention, children who participated in the early mathematics training with Magrid performed significantly better on several measures of early mathematical abilities.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">These first empirical results show that the Magrid application can be effective for all preschoolers, including second-language learners!<\/span><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center;\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-27670 aligncenter\" src=\"https:\/\/magrid.education\/wp-content\/uploads\/2023\/07\/8-640x567.png\" alt=\"\" width=\"640\" height=\"567\" \/><\/p>\n<p>&nbsp;<\/p>\n<h2><strong><span style=\"color: #3366ff;\">Wrapping Up<\/span><\/strong><\/h2>\n<p>Let&#8217;s go back to the skill you are good at.<br \/>\nHave you ever tried looking for visual language-free videos to improve your drawing skill (or your handstand, yoga moves!)?<br \/>\nYou may be surprised that you can easily improve your skill and learn different tactics with such a method. Language-free videos may facilitate the use of different teaching methods.<br \/>\nWhile your child improves her early-mathematical skills with a language-free program, you may as well try the same!<\/p>\n<p>&nbsp;<\/p>\n<h2><strong><span style=\"color: #3366ff;\">References:<\/span><\/strong><\/h2>\n<ul>\n<li><span style=\"font-weight: 400;\">Aunio, P., Heiskari, P., Van Luit, J. E., &amp; Vuorio, J. M. (2015). The development of early numeracy skills in kindergarten in low-, average- and high-performance groups. Journal of Early Childhood Research. <a href=\"https:\/\/doi.org\/10.1177\/1476718X14538722\" rel=\"nofollow\">https:\/\/doi.org\/10.1177\/1476718X14538722<\/a><\/span><\/li>\n<li><span style=\"font-weight: 400;\">Castles S. and Miller, M.J. (2009). The Age of Migration: International Population Movements in the Modern World. (4th edition). Basingstoke: Palgrave MacMillan.<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Chan, D.K., &amp; Chang, K.W. (2014). GJB2\u2010associated hearing loss: Systematic review of worldwide prevalence, genotype, and auditory phenotype. <\/span><i><span style=\"font-weight: 400;\">The Laryngoscope<\/span><\/i><span style=\"font-weight: 400;\">, 124.<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Cornu, V. The Spatial Road to Mathematics &#8211; from the Relation between Spatial Skills and Early Mathematics towards Interventions. Thesis defended in 2018. University of Luxembourg.<\/span><a href=\"https:\/\/orbilu.uni.lu\/handle\/10993\/36674\"> <span style=\"font-weight: 400;\">https:\/\/orbilu.uni.lu\/handle\/10993\/36674<\/span><\/a><\/li>\n<li><span style=\"font-weight: 400;\">Cummins, J. (1980). The entry and exit fallacy in bilingual education. NABE Journal, 4(3), 25\u201359.<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., &amp; Japel, C. (2007). School readiness and later achievement. <\/span><i><span style=\"font-weight: 400;\">Developmental Psychology<\/span><\/i><span style=\"font-weight: 400;\">, 43(6), 1428\u20131446.<\/span><a href=\"https:\/\/doi.org\/10.1037\/0012-1649.43.6.1428\"> <span style=\"font-weight: 400;\">https:\/\/doi.org\/10.1037\/0012-1649.43.6.1428<\/span><\/a><\/li>\n<li><span style=\"font-weight: 400;\">Fazio, B. B. (1999). Arithmetic calculation, short-term memory, and language performance in children with specific language impairment: A 5-year follow-up. Journal of Speech, Language, and Hearing Research. <a href=\"https:\/\/doi.org\/10.1044\/jslhr.4202.420\" rel=\"nofollow\">https:\/\/doi.org\/10.1044\/jslhr.4202.420<\/a><\/span><\/li>\n<li><span style=\"font-weight: 400;\">Greisen M., Hornung C., Baudson T.G., Muller C., Martin R., Schiltz C. (2018) Taking Language out of the Equation: The Assessment of Basic Math Competence Without Language . Frontiers in Psychology (9). DOI=10.3389\/fpsyg.2018.01076<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Jordan, N. C., Kaplan, D., Ramineni, C., &amp; Locuniak, M. N. (2009). Early math matters: kindergarten number competence and later mathematics outcomes. <\/span><i><span style=\"font-weight: 400;\">Developmental psychology<\/span><\/i><span style=\"font-weight: 400;\">, 45(3), 850\u2013867.<\/span><a href=\"https:\/\/doi.org\/10.1037\/a0014939\"> <span style=\"font-weight: 400;\">https:\/\/doi.org\/10.1037\/a0014939<\/span><\/a><\/li>\n<li><span style=\"font-weight: 400;\">Hornung, C., Schiltz, C., Brunner, M., &amp; Martin, R. (2014). Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence. <\/span><i><span style=\"font-weight: 400;\">Frontiers in psychology<\/span><\/i><span style=\"font-weight: 400;\">, 5, 272.<\/span><a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2014.00272\"> <span style=\"font-weight: 400;\">https:\/\/doi.org\/10.3389\/fpsyg.2014.00272<\/span><\/a><\/li>\n<li><span style=\"font-weight: 400;\">Pazouki, T. MaGrid &#8211; from Developing a Language-neutral Learning Application to Predictive Learning Analytics. Thesis defended in 2020. University of Luxembourg.<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Su\u00e1rez-Orozco, M., &amp; Su\u00e1rez-Orozco, C. (2015). Children of immigration. <\/span><i><span style=\"font-weight: 400;\">Phi Delta Kappan<\/span><\/i><span style=\"font-weight: 400;\">, 97(4), 8\u201314.<\/span><a href=\"https:\/\/doi.org\/10.1177\/0031721715619911\"> <span style=\"font-weight: 400;\">https:\/\/doi.org\/10.1177\/0031721715619911<\/span><\/a><\/li>\n<\/ul>\n<h4><strong><span style=\"color: #3366ff;\">\u00a0 \u00a0 <\/span><\/strong><\/h4>","protected":false},"author":1,"featured_media":2202,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"inline_featured_image":false,"_wpcom_ai_launchpad_first_post":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1877","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"jetpack_featured_media_url":"https:\/\/magrid.education\/wp-content\/uploads\/2026\/06\/999post.jpg","jetpack_shortlink":"https:\/\/wp.me\/pbG2q8-uh","_links":{"self":[{"href":"https:\/\/magrid.education\/es\/wp-json\/wp\/v2\/posts\/1877","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/magrid.education\/es\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/magrid.education\/es\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/magrid.education\/es\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/magrid.education\/es\/wp-json\/wp\/v2\/comments?post=1877"}],"version-history":[{"count":1,"href":"https:\/\/magrid.education\/es\/wp-json\/wp\/v2\/posts\/1877\/revisions"}],"predecessor-version":[{"id":2203,"href":"https:\/\/magrid.education\/es\/wp-json\/wp\/v2\/posts\/1877\/revisions\/2203"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/magrid.education\/es\/wp-json\/wp\/v2\/media\/2202"}],"wp:attachment":[{"href":"https:\/\/magrid.education\/es\/wp-json\/wp\/v2\/media?parent=1877"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/magrid.education\/es\/wp-json\/wp\/v2\/categories?post=1877"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/magrid.education\/es\/wp-json\/wp\/v2\/tags?post=1877"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}