Bridging Mathematics and Language for Deeper Learning

Extended research has been conducted on math and language acquisition/learning within different contexts and academic levels, resulting in procedural similarities. Through this paper, we aim to build on this existing intersection by providing an insightful analysis on how both learning processes occur simultaneously and the overlapping practices that bridge the gap between these disciplines. To do so, we explore recent research studies and theoretical foundations under the umbrella of two major theories, namely Cognitive Load Theory (Sweller, 1988) and Sociocultural theory (Vygotsky, 1978). The findings presented herein demonstrate the strong relationship between cognition and social interactions as pillars of math and language learning.