Language and mathematical education

Austin, Janice; Howson, A. G.

doi:10.1007/bf00230986

Cited by 127 publications

(58 citation statements)

References 52 publications

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“…The finding of a relationship between mathematics and language is in line with many studies that have demonstrated relationships between mathematics achievement and reading abilities of students, readability of mathematics textbooks, oral language in the classroom and language of mathematics (Aiken, 1972;Austin & Howson, 1979;Bell et al, 1980). Other studies have emphasised the semantic and syntactic aspects of language and their relationship to the formation of mathematical concepts or to their underlying cognitive structures (Greenfield, 1966;Philp, 1973;UNESCO, 1974).…”

Section: Introductionsupporting

confidence: 84%

Memory modes and mathematics among technical and further education trade students

Peak

Kelly

1992

The Vocational Aspect of Education

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The present study attempts to explain the performance of technical and further education (TAFE) students in trade mathematics within the framework of modes of memory. It replicates and extends an earlier study, the findings of which led to the hypothesis that difficulties experienced by TAFE trade students are due to their inability to use symbolic forms of memory coding rather than their inability to form mathematical sets or hierarchies of sets. Two sets of stimuli, namely, action pictures and verbal labels were presented to a group of fitting students in order to test their ability to form superordinate groups (sets) and hierarchies of superordinate groups (hierarchies of sets). It was predicted that students with a record of high achievement in mathematics would produce a higher level of superordinate groupings than low mathematics achievement students on the verbal labels task but that there would be no difference in the superordinate groupings between high and low mathematics achievement students on the action pictures task. The predictions were confirmed between high and low achievers among fitting and machining students but not among electrical fitting students. Subsequently it was found that the electrical fitting students achieved at a higher level of mathematics than the fitting and machining students. It was concluded that low achievers in trade mathematics have difficulty in forming sets due to a lack of language facility rather than to an absence of cognitive structures, and it was suggested that appropriate remedlation programmes might begin with skills in using symbol systems, particularly language.

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Section: Introductionsupporting

confidence: 84%

Memory modes and mathematics among technical and further education trade students

Peak

Kelly

1992

The Vocational Aspect of Education

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“…For example, Austin and Howson (1979) hypothesized that complicated sentence constructions, long sentences, infrequently used words and phrases, the passive voice, and conditional clauses (if-then statements) result in reading difficulties. Abedi and Lord (2001) outlined similar linguistic features which they used to simplify mathematics questions from the National Assessment of Education Progress (NAEP) mathematics test.…”

Section: Literature Reviewmentioning

confidence: 99%

The effects of language simplification and pictures on the ability of Emirati university students to comprehend and solve mathematics word problems

Causapin

Groombridge

2017

Learning and Teaching in Higher Education: Gulf Perspectives

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This paper presents a study of Emirati university students learning mathematics in a second language (English). The study focused on students' responses to mathematical word problems in different versions: simpler/more complex versions of the problem in English; an Arabic translation of the problem; and the addition of a picture to support the text of the problem. Our findings suggest that neither language simplification nor pictures significantly affect students' comprehension and performance on word problem assessments; the lexical and syntactic features of the word problems have little effect on their understanding and ability to answer the questions presented to them. In addition, evidence suggests that there is no first-language (Arabic) advantage when answering these assessments. These findings are in line with previous studies that found no evidence that simplifying the language of mathematics tests had a significant positive effect on student performance. Implications on the appropriate theoretical perspectives to use when studying the relationship of language and mathematics learning are discussed. In addition, practical recommendations are presented for instructors and professors in 'globalist' multilingual classrooms (Barwell, 2003).

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“…Moreover, it is crucial that the students have an awareness of the meaningful, correct, and applicable definitions of the concepts pertaining to the terminology of mathematics in order for them to be capable of understanding texts entailing mathematical contents (Adams, 2003). That is why language plays such a vital role in teaching and learning mathematics (Austin & Howson, 1979;Gray, Pinto, Pitta & Tall, 1999). Rendering the definition and description of abstract concepts comprehensible for the students requires the use of a correct language of mathematics, for mathematics in general and geometry in particular entail numerous concepts and terms (Aiken, 1972).…”

Section: Introductionmentioning

confidence: 99%

Definitions and Forms of Certain 2D Geometrical Shapes as Provided by Fourth Year Pre-service Primary School Teachers

İskenderoğlu¹,

Kılıçaslan²

2017

IOJES

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Geometry is one of the sub-fields of learning in mathematics. The mathematics curriculum of primary schools attaches great importance to the identification and naming of geometric shapes and objects, the categorization of geometric concepts, and the awareness and depiction of the characteristics of concepts. Applying a descriptive design, the present study seeks to understand how fourth year preservice primary school teachers define geometric shapes, and how they draw such shapes on the basis of their conceptualization. A total of 88 fourth year pre-service teachers enrolled in the Primary School Teacher Training program of the Faculty of Education at a state university in eastern Turkey were included in the study. Pre-service teachers were issued a form asking for the definition and drawing of 12 concepts in geometry (angle, polygon, triangle, quadrilateral, trapezoid, parallelogram, rhombus, rectangle, square, deltoid, circle, and closed circular region). The results suggest that pre-service teachers experience difficulties in providing correct definitions and drawings. Moreover, an in-depth review of the definitions and drawings provided by the pre-service teachers with respect to geometric concepts reveals that they struggle more with providing correct definitions than with making drawings. Therefore, it can be recommended that activities be developed to improve pre-service teachers' content knowledge throughout the course of their university education.

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Language and mathematical education

Cited by 127 publications

References 52 publications

Memory modes and mathematics among technical and further education trade students

Memory modes and mathematics among technical and further education trade students

The effects of language simplification and pictures on the ability of Emirati university students to comprehend and solve mathematics word problems

Definitions and Forms of Certain 2D Geometrical Shapes as Provided by Fourth Year Pre-service Primary School Teachers

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