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The teaching and learning of Primary school mathematics in Malta involves the use of code-switching between the local language Maltese, and English Mathematical terms themselves are usually retained in English and teachers may use various strategies to share the meaning of these words with their pupils. One strategy that may be used in a bilingual situation is translation from one language to another. In this paper I explore how a teacher used this strategy to teach her 7 to 8-year-old pupils mathematical vocabulary related to the topic'Money and Shopping'. While Maltese equivalents for these words exist, it is the English versions that form part of the school mathematics register. I develop a semiotic model where a mathematical word is considered to be a sign, and the process of translation is viewed as a chain of signification from one language to another.
Marie Thérèse Farrugia (Tue,) studied this question.