I know how to add them, I didn't know I had to add them

Jhagroo, Jyoti

doi:10.14221/ajte.2015v40n11.6

Cited by 2 publications

(3 citation statements)

References 16 publications

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“…Further evidence supporting the interconnected nature of learning mathematics and language for ELs came from studies of the language of tasks, curriculum materials, or both. Several researchers found that textbook and task terminology, unfamiliar problem contexts, grammar, and syntax can be challenging for ELs (Jhagroo, 2015; Kazima, 2007; Lager, 2006; Novotná & Moraová, 2005; Ríordáin & O’Donoghue, 2011; Zahner, 2012). For example, Lager (2006) found that the use of technical terminology such as show and pattern affected ELs’ performance on generalization tasks.…”

Section: Resultsmentioning

confidence: 99%

“…We found a number of research foci in this area as well as several cross-cutting themes. A number of authors attended to the need to value ELs’ ideas and resources (LópezLeiva et al, 2013; Matang & Owens, 2014; Setati, 2008), the role of providing ELs with quality mathematics experiences (e.g., Dominguez, 2011; McGraw & Rubinstein-Ávila, 2009; Razfar, 2012b; Turner & Celedón-Pattichis, 2011), roadblocks placed in ELs’ learning experiences (Barwell, 2014; Bautista Verzosa & Mulligan, 2013; Cho et al, 2015; Lager, 2006), and ways ELs supported their own learning through such practices as code switching (Clarkson, 2007), gesturing (Dominguez, 2005), and using other language strategies, like using a silent phase or a translation dictionary (Jhagroo, 2015).…”

Section: Resultsmentioning

confidence: 99%

“…Kazima (2007) found that students who imported meanings for probability terms from L1 to L2 often interpreted the terms differently than intended, and similar to a conclusion by Moschkovich (2002), Kazima argued that this evidences the need to focus on developing the meaning of mathematical terminology in conjunction with the understanding of the relevant concepts. In addition to the challenges created by the misalignment of tasks and students' language, the use of English for mathematics instruction related to ELs' negative self-perceptions of their mathematical abilities because they had difficulty demonstrating their mathematical understandings in L2 (Jhagroo, 2015).…”

Section: Mathematics and Language Proficiencymentioning

confidence: 99%

See 2 more Smart Citations

English Learners in K–12 Mathematics Education: A Review of the Literature

Araujo

Roberts

Willey

et al. 2018

Review of Educational Research

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Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research to identify how to provide ELs with high-quality mathematics education. Over the past two decades, education researchers have responded with increased attention to issues related to the teaching and learning of mathematics with ELs. In this review we analyzed literature published between 2000 and 2015 on mathematics teaching and learning with K-12 ELs. We identified 75 peer-reviewed, empirical studies related to the teaching and learning of mathematics with ELs in Grades K-12 and categorized the studies by focus (Learning, Teaching, and Teacher Education). We synthesize the results of these studies through the lens of a sociocultural perspective on language in mathematics. We then discuss avenues for future research and calls to action based on the extant body of literature.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Mathematics and Language Proficiencymentioning

confidence: 99%

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English Learners in K–12 Mathematics Education: A Review of the Literature

Araujo

Roberts

Willey

et al. 2018

Review of Educational Research

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The effects of language and home factors on Lebanese students’ mathematics performance in TIMSS

Younes

Salloum

Antoun

2023

Large-scale Assess Educ

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Understanding the long-standing educational inequities associated with socioeconomic status remains significant for transforming educational policies and practices. To better understand entanglements among socioeconomic status and students’ performance in mathematics, we examined different home factors (including language of the test) that influence Lebanese learners’ performance in TIMSS. Exploring TIMSS data can assist us in identifying areas and groups of students who require additional assistance in order to address inequities. The purpose of this study is to investigate how language and other home factors influence Lebanese students’ mathematics performance in TIMSS. Mathematics is taught in a foreign language (English or French) in Lebanon, according to Language of Learning and Teaching policy (LoLT) that dates to 1926. Using TIMSS data and hierarchical linear modeling (HLM), we looked at how students performed in mathematics based on the language of the test and how often they spoke it at home. Other home factors such as parents’ education level, number of books owned, and parents’ involvement were also examined. Results show that not speaking the language of the test at home and other SES-related factors had different but mostly significant contribution to students’ mathematics scores. Lebanese students’ overall low performance suggests the time is ripe for a reformed Lebanese curricula that responds to the needs of learners and of society, taking into consideration students’ cultural capital and language of instruction.

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I know how to add them, I didn't know I had to add them

Abstract: Jhagroo, J. R. (2015). I know how to add them, I didn't know I had to add them. Australian Journal of Teacher Education, 40(11

Cited by 2 publications

References 16 publications

English Learners in K–12 Mathematics Education: A Review of the Literature

English Learners in K–12 Mathematics Education: A Review of the Literature

The effects of language and home factors on Lebanese students’ mathematics performance in TIMSS

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