Andreas Marinos


In this study we present a method for the simultaneous interaction of many bilingual students by the use of tests. Its application was to fractions, where the difficulties were deemed to be the basis of a theoretical model. With this same theoretical model we created a teaching method for the teaching of fractions. First there was an evaluation of the situation, followed by the drawing up of a teaching scheme on themes of language to improve communication between pupil and teacher. Subsequent examination that there was an improvement in the students’ comprehension of fractions. 


Article visualizations:

Hit counter


representations, factual Greek schools, language in teaching, bilingual

Full Text:



Adler, G. S. (1998). Concept and Development of the Medicare Current Beneficiary Survey. In (pp. 153-155).

Avgerinos, E. & Marinos, A. (2005). On School and Class Assessment of Mathematical Processes, International Conference on Mathematical Education and Mathematical Cultures September 1-2.

Avgerinos, E. & Marinos, A. (2009). On using a dynamic Geometry software in the comprehension of the similarity of triangles.6th Mediterranean Conference on Mathematics Education 22-26 April pp 194-204 b, Plovdiv, Bulgaria

Barton, B. (1996). Making sense in ethnomathematics: Ethnomathematics is making sense, Educational Studies in Mathematics 31, 201–233.

Barton, D. (1994). Literacy: An Introduction to the Ecology of Written Language, Blackwell, Oxford.

Boudourides, M. A. (1998, July). Constructivism and education: A shopper’s guide. Paper presented at the International Conference on the Teaching of Mathematics, Samos, Greece.

Briner, M. (1999). Constructivism. Retrieved April 6, 2001, from http://curriculum.calstatela.edu/faculty/psparks/theorists/501const.html.

Cobb, P. (1995). Mathematical learning and small-group interaction: Four case studies. In P. Cobb & H. Bauersfeld (Eds.), The emergence of mathematical meaning: Interaction in classroom cultures (pp. 25–129). Mahwah, NJ: Lawrence Erlbaum Associates.

Cummins, J. (1976). The Influence of Bilingualism on Cognitive Growth: A Synthesis of Research Findings and Explanatory Hypotheses. Working Papers on Bilingualism No. 9, 1-43.

D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5, 44-48.

Duncan, S. and De Avila, E. (1979). Bilingualism and cognition: Some recent findings. NABE Journal, 4, 15-50.

Gagatsis, Αth. Cyprus, Ι. Sinitra, An. Christodoulidou Ο. (2006). Why students have difficulty with fractions. Modern Research in Mathematical Education’ Nicosia

Grosjean, F. (1989). Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain and Language, 36, 3-15. PD

Hasapis D. (2007). The teaching language of Mathematics. An analytical framework and some comments. The teaching of Mathematics. Education of linguistic minorities. Studies- Evangelia Tressou. Epicenter Publications, Thessaloniki.

Hornberger, N. H. (1989). ‘Continua of biliteracy’, Review of Educational Research 59(3), 271–296.

Kassetas, (1996). http://www.dapontes.gr/index.php?option=com_content&task=view&id=36&Itemid=46

Kelesides, Ε. (1998). The iconic school, http://www.auth.gr/virtualschool/1.1/TheoryResearch/CongressKelesidis.html

Kieren, T. (1976). On mathematical, cognitive, and instructional foundations of rational numbers. In R. Lesh & D. Bradbard (Eds.), Number and measurement: Papers for a research workshop (pp. 101-144). Columbus, OH: ERIC.

Kress, G., & Van Leeuwen, T. (1996). Reading Images: The Grammar of Visual Design. New York: Routledge.

Lamon, S. J. (1993). Ratio and proportion: Children's cognitive and metacognitive processes. In T. P. Carpenter, E. Fennema, & T. A. Romberg (Eds.), Rational numbers: An integration of research (pp. 131–156). Lawrence Erlbaum Associates, Inc.

Lars H. Ekstrand (1994). Language, emotion and cognition experiences from bilingual Grazer Linguistische Studien 42 -Herbst

Mager, R. (1962) Preparing Instructional Objectives. Fearon, Palo Alto.

Moschkovich, J. N. (2002). A situated and sociocultural perspective on bilingual mathematics learners. Mathematical Thinking and Learning, Special issue on Diversity, Equity, and Mathematical Learning, N. Nassir and P. Cobb (Eds.), 4(2&3), 189-212.

Sfard, A., & Kieran, C. (2001). Cognition as communication: Rethinking learning-by-talking through multi-faceted analysis of students’ mathematical interactions. Mind, Culture, and Activity, 8(1), 42–76.

Tytler, R., & Peterson, S. (2001). Deconstructing learning in science: young children’s responses to a classroom sequence on evaporation. Research in Science Education, 30(4), 339–355.

Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.

Εξαρχάκος, Θεόδωρος (2018). Εισαγωγή στα μαθηματικά, Διάδραση.

DOI: http://dx.doi.org/10.46827/ejes.v8i11.3995


  • There are currently no refbacks.

Copyright (c) 2021 Andreas Marinos

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).