How Language Shapes Number Processing - Creative Word

A recent article by the BBC online highlighted the way our native language affects our ability to process numbers and our early maths ability.

As adults, we give little thought to our ability to process a given number as it has become second nature, but recent evidence suggests that the some languages are far better than others at accurately describing digits, which then in turn, affects our ability to perform maths.

In the UK we use a decimal system based on digits from 0-9, then use tens, hundreds, and so on, so word numbers such as 11 and 12 have little resemblance to the actual number they represent.

However, the most logical counting systems use words that reflect the structure of the digits.

For instance, Mandarin Chinese uses the relationship between the tens and units to describe the number, so 92 is “written jiǔ shí èr, which translates as “nine ten two”. Japanese and Korean use similar patterns where large numbers are created by compounding the names for smaller ones.

Contrast the above method to the one used in France and this becomes more complex. 92 would be ‘quatre-vingt douze’ or ‘four twenties and twelve’.

It’s no wonder some children struggle with maths!

Psychologists use the term “transparent” to describe systems that have a clear correlation between the number and its given name, and this type of system is believed to be beneficial in creating an ideal basis for learning maths.

Much like the East Asian languages mentioned above, Welsh schools offer a transparent number system for those children who are taught maths in Welsh, as opposed to English.

The system, invented by a Welsh Patagonian businessman for his accounting system, was introduced to Welsh schools in the 1940s and now around 20% of children in Wales are taught maths using Welsh numbers.

This gives a unique opportunity to investigate how those children taught maths in Welsh, differ in ability from those taught it in English.

According to the BBC article “six-year-old children taught in Welsh and English were tested on their ability to estimate the position of two-digit numbers on a blank number line, labelled “0” on one end and “100” on the other. Both groups performed the same on tests of general arithmetic but the Welsh children did better on the estimation task”.

This is believed to be due to the more precise way that two-digit numbers are represented within the Welsh language as it enables children to comprehend the relationship between numbers, no matter how large they are.

The findings are interesting as they show a fascinating link between the way we use our native language to process thoughts such as, numbers, but it may also give an insight into how our language is linked to culture and learning.

At Creative Word we work with expert linguists who have in-depth knowledge of their native and adopted cultures, so exploring links between language and culture comes naturally.

If you have any real-life examples that you’d like to share with us about how your language and culture have influenced learning, please use the comments section below to tell us about them as we’d love to hear from you.