This course explores how language shapes mathematical thinking and examines mathematical cognition through the lens of language. Students investigate the language, reasoning, and cognitive processes that support mathematics learning, including the development of number sense, mathematical communication, problem solving, and quantitative reasoning. Emphasis is placed on understanding mathematics not only as a set of procedures, bu as a language system that students use to construct meaning, communicate ideas, and solve problems. Students examine how language-based learning disabilities, including dyslexia and dyscalculia, influence mathematical learning and explore the relationships among language processing, executive functioning, working memory, and mathematical reasoning. The course considers how the language demands of mathematics, including vocabulary, syntax, symbolic notation, discourse, and word problems, can create barriers to learning and contribute to common mathematical misconceptions. Drawing on current research in mathematical cognition, language development, and evidence-based mathematics instruction, students learn to analyze mathematical thinking, interpret assessment data, and design targeted interventions that address the underlying language and cognitive processes affecting mathematics performanance. Emphasis is placed on developing assessment-informed instructional practices that support equitable mathematics learning for students with dyslexia, dyscalculia, and other language-based learning disabilities. [ 3 credits ]