ABSTRACT Drawing on sociocultural theories, this study considers the multiple resources multilingual children use to communicate mathematically. We engaged with three children and a parent, in order to understand how multilingual children express their mathematical reasoning. The family was given a mathematical problem solving activity designed to encourage discussion so that we would have access to the children’s reasoning. To analyse their reasoning, we drew on established informal reasoning categories. In our analysis, we found that the number of claims far outweighed the other reasoning categories. These claims were linked by conditional relations, which suggests that the children were developing a form of argument supported by evidence. The source of evidence came primarily from the problem instructions, and the children’s mathematical and world knowledge.

中文翻译：

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“这不是计算器的东西，因为计算器不能回答问题”：多语种儿童的数学推理

摘要 本研究借鉴社会文化理论，考虑了多语种儿童用于数学交流的多种资源。我们与三个孩子和一个家长互动，以了解会说多种语言的孩子如何表达他们的数学推理。给这个家庭提供了一个数学问题解决活动，旨在鼓励讨论，这样我们就可以了解孩子们的推理。为了分析他们的推理，我们借鉴了已建立的非正式推理类别。在我们的分析中，我们发现索赔的数量远远超过其他推理类别。这些说法是通过条件关系联系起来的，这表明孩子们正在发展一种有证据支持的论证形式。证据来源主要来自问题说明，