Implementing Language-in-Education
Policy in Multilingual Mathematics
Classrooms: Pedagogical Implications

Halai, Anjum; Karuku, Simon

doi:10.12973/eurasia.2013.913a

Cited by 6 publications

(1 citation statement)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teacher 5 added that in order for teachers to provide the correct mathematical language and structure, they have to understand what the learners are saying so that they can reiterate the learners' responses using the appropriate and correct mathematical language and structure. Both Ferguson (2003), and Halai and Karuku (2013) support the use of home languages as a resource for supporting learners with limited proficiency in the language of learning and teaching and for reformulating learners' sentences or responses. The use of home languages is therefore important to reinforce understanding, which is key to visualising the word problems.…”

Section: Enhancing Word Problem Visualisation Through Explicit Teaching Of Mathematical Language and Vocabularymentioning

confidence: 99%

Teachers’ Perspectives on Addressing Linguistic Factors Affecting Visualisation of Mathematics Word Problems

Moleko

2021

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

Visualisation plays a critical role in the teaching and learning of mathematics word problems. It is an essential tool for enabling learners to create meaningful mental pictures necessary for solving mathematical problems. Appropriate visualisation requires good reading skills, English proficiency and an understanding of mathematical vocabulary, language and structure. Although visualisation plays such a critical role, teachers often do not pay attention to linguistic factors when teaching mathematics word problems, thus making it difficult for learners to visualise and solve mathematics word problems. This background positions the study to explore teachers' perspectives on the linguistic factors that affect the visualisation of mathematics word problems and to identify appropriate solutions to these. Using a single-case exploratory study, the perspectives of six mathematics teachers were elicited through focus group discussions and reflection sessions. The data collected were analysed through thematic analysis techniques. The findings indicate strategies to address the lack of reading skills, including understanding mathematical language and the structure and ambiguities of mathematics word problems.

show abstract

Section: Enhancing Word Problem Visualisation Through Explicit Teaching Of Mathematical Language and Vocabularymentioning

confidence: 99%

Teachers’ Perspectives on Addressing Linguistic Factors Affecting Visualisation of Mathematics Word Problems

Moleko

2021

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

Language of Instruction and Learners’ Participation in Mathematics

Halai

Muzaffar²

2016

Teaching and Learning Mathematics in Multilingual Classrooms

View full text Add to dashboard Cite

A Study on Correlation between Self-efficacy Perceptions and Writing Skills of Students with Turkish Ancestry and Foreign Students

Balcı

2013

The Anthropologist

View full text Add to dashboard Cite

Implementing Language-in-Education Policy in Multilingual Mathematics Classrooms: Pedagogical Implications

Cited by 6 publications

References 27 publications

Teachers’ Perspectives on Addressing Linguistic Factors Affecting Visualisation of Mathematics Word Problems

Teachers’ Perspectives on Addressing Linguistic Factors Affecting Visualisation of Mathematics Word Problems

Language of Instruction and Learners’ Participation in Mathematics

A Study on Correlation between Self-efficacy Perceptions and Writing Skills of Students with Turkish Ancestry and Foreign Students

Contact Info

Product

Resources

About