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BooLL
Boolean connectives: probing the interplay between Language & Logic
“BooLL", a project funded by the DFG/ANR program on social sciences and humanities, investigates the extent of possible correlations between native language and logical abilities in individuals and to what extent it has an impact on mathematics learning.
Project data
| Research lines | Research Line Domain-Specific Learning in Preschools and Schools | ||
| Departments | Mathematics Education | ||
| Funding | Deutsche Forschungsgemeinschaft | ||
| Period | 9/1/2023–8/31/2026 | ||
| Status | current | ||
| IPN researchers | Prof. Dr. Aiso Heinze (Project lead), Katharina Göpel | ||
| Members of the research alliance | CNRS/Universität Nantes (Lead), IPN Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik, Leibniz-Zentrum Allgemeine Sprachwissenschaft | ||
Launched in September 2023, the BooLL project, examines reasoning skills in connection with native language, taking mathematical context into account. Children between the ages of 7 and 12 as well as adults with German and French as their mother tongue work on tasks with reasoning operators and their combinations (double negation, “or”, “either ... or” and “not ... or”). These operators can be interpreted differently depending on the native language. For example, with double negation, the German sentence "Niemand hat nichts bezahlt." is interpreted as a compensatory "Everyone has paid something." Conversely, the sentence "Personne n'a rien payé." in French is interpreted as "Nobody has paid anything."
This Franco-German partner project, which is funded by the German Research Foundation (DFG) and the Agence Nationale de la Recherche (ANR), is an interdisciplinary research project. Within this interdisciplinary project, we work with among others, linguists from the Leibniz Center for General Linguistics (ZAS Berlin) and the Laboratoire de Linguistique (LLING CNRS/Nantes Université).
The aim of the BooLL project is to investigate a possible connection between non-verbally recorded reasoning abilities, native language and the interpretation of reasoning operators. Tasks used to interpret reasoning operators have both internal and external mathematical contexts to analyze the influence of the task context on the interpretation of reasoning operators.
