Does Language Shape the Way We Think? Task 2

Figure 1

A Typical Hundred Chart

Figure 2

A Bottom-Up Hundred Chart

2 Replies to “Does Language Shape the Way We Think? Task 2”

  1. Hi Natalie, I really enjoyed reading your reflections on Boroditsky’s lecture and how they connect to your teaching, particularly the numeracy component. Your example of the hundred chart and how directional language affects perception is quite interesting, and the way you redesigned the chart makes me reconsider the normative aspects of the diagrams and images we use in the classroom. For instance, as a Socials teacher, it reminded me of how we use timelines and phrases like “looking back” or “looking forward,” which subtly shapes how we think about time and history. Other cultures view history as cyclical rather than linear, and so might use completely different language or imagery. Have you come across any other classroom tools or practices where language might be unintentionally reinforcing a particular worldview?

    • Thanks for your feedback. To clarify, I didn’t redesigned the chart, I revamped the one I use in my classroom after reading an article by Bay-Williams and Fletcher (2017). I am going to keep thinking on your question but welcome all other member of the course to also comment on this as well.

      References:
      Bay-Williams, J. M., & Fletcher, G. (2017). A bottom-up hundred chart? Teaching Children Mathematics, 24(3), e1-e7. https://doi.org/10.5951/teacchilmath.24.3.00e1

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