A mathematics teacher’s response to a dilemma: ‘I’m supposed to teach them in English but they don’t understand’

Abstract

A mathematics teacher's response to a dilemma: 'I'm supposed to teach them in English but they don't understand'',

An exploration of preservice teachers’ use of educational technologies as visualization tools when teaching mathematics.

“…They concluded that restricting students to the use of English during verbal discourse in the classroom limits the students' ability to demonstrate their mathematical thinking. Several other South African studies have had similar findings (Webb, Nemer, & Ing, 2006;Setati, Chitera, & Essien, 2009;Phakeng, 2018;Robertson & Graven, 2020).…”

“…Qhaw identified the language used in the question as increasing the level of difficult of the question for him: From his response, it can be inferred that the language used in the mathematics problem had an impact on his comprehension of the question. Several studies (Chitera, Kasoka, & Thomo, 2016;Robertson & Graven, 2020;Robertson & Graven, 2020a) have established that mathematics students who are second language English speakers experience difficulties when engaging with mathematics word problems where language proficiency is vital. The language barrier was not expected to be a problem for these participants since they were third year students, however Qhaw indicated that his difficult solving the second problem was related to language, in part.…”

Unveiling problem-solving strategies of pre-service mathematics teachers: A visual and discursive exploration

“…The response of PMT4 indicates that language proficiency can have an impact on the understanding of mathematics problems. Studies (Chitera et al, 2016;Robertson & Graven, 2020a, 2020b have affirmed that second-language English-speaking mathematics students may struggle with word problems, where language proficiency is critical. Although English is the medium of instruction at the institution, where the participants were studying, PMT4's difficulty understanding the problem indicates that language barriers can still be a challenge for third-year mathematics students.…”

Strategi Pengajaran Matematik dalam Bahasa Inggeris sebagai Bahasa Kedua: Sebuah Kajian Literatur Sistematik

“…Penggunaan bahasa Inggeris yang meluas di beberapa buah negara, telah membawa kepada perubahan dasar pendidikan Matematik. Terdapat peningkatan dalam bilangan pelajar di seluruh dunia yang mempelajari matematik dalam bahasa yang bukan bahasa pertama mereka (Robertson & Graven, 2020a).…”

“…TITLE-ABS-KEY( ("strategy*" OR "practice*" OR "approach*" OR "method*" OR "process*") AND ("mathematics") AND ("English medium" OR "addition language" OR "second language" OR "English language learner*" OR "Second Language Learner*" OR "bilingual" OR "foreign language*" OR "dual-language " OR "multilingual") ) Web of Science TS = (( "strategy*" OR "practice*" OR "approach*" OR "method*") AND ( "mathematics*" ) AND ("English medium" OR "addition language" OR "second language" OR "English language learner*" OR "Second Language Learner*" OR "bilingual" OR "foreign language*" OR "dual-language " OR "multilingual")) Robertson & Graven, 2020a;Sipholi & Machaba, 2021;Tai & Wei, 2021a, 2021b, 2021c. Terdapat lima kajian menggunakan kaedah kuantitatif (DeVries et al, 2020;le Pichon et al, 2021;Makonye, 2019;Ní Ríordáin, 2018;Outhwaite et al, 2020) manakala hanya sebuah kajian yang menggunakan kaedah gabungan (Luevano & Collins, 2020).…”