Language Factors in Mathematics Teaching and Learning

Boero, Paolo; Dapueto, Carlo Eugenio; Parenti, L.

doi:10.1007/978-94-009-1465-0_30

Cited by 72 publications

(53 citation statements)

References 12 publications

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“…This raises the question of how the rich research in mathematics education on the interplay between language and mathematics learning (e.g., Ellerton and Clarkson 1996;Pimm 1987) can be productively used for developing intervention programs. As this aim is especially important for those language learners who are low achievers in mathematics, this article presents the design and effects of an intervention program developed for low-achieving Grade 7 students with language disadvantages.…”

mentioning

confidence: 99%

Fostering German-language learners’ constructions of meanings for fractions—design and effects of a language- and mathematics-integrated intervention

Prediger¹,

Wessel²

2013

Math Ed Res J

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Learning situations that concentrate on conceptual understanding are particularly challenging for learners with limited proficiency in the language of instruction. This article presents an intervention on fractions for Grade 7 in which linguistic challenges and conceptual mathematical challenges were treated in an integrated way. The quantitative evaluation in a pre-test post-test control-group design shows high effect sizes for the growth of conceptual understanding of fractions. The qualitative in-depth analysis of the initiated learning processes contributes to understanding the complex interplay between the construction of meaning and activating linguistic means in school and technical registers.

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mentioning

confidence: 99%

Fostering German-language learners’ constructions of meanings for fractions—design and effects of a language- and mathematics-integrated intervention

Prediger¹,

Wessel²

2013

Math Ed Res J

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“…Mathematics can be recognised as a language in its own right, a language which has its own vocabulary, grammar, symbols and punctuation (Ellerton and Clarkson, 1996). The teaching of mathematics, however, takes place within a spoken language, such as English (Zevenbergen, 2001).…”

Section: Language and Mathematicsmentioning

confidence: 99%

The Effect of High Literacy Demands in Mathematics on International Students

2016

IJESIM

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Project Maths is an ambitious reform of Irish post-primary education. It involves changes to what students learn in mathematics, how they learn it and how they will be assessed. There is a much greater emphasis placed on student understanding of mathematical concepts, with increased use of contexts and applications that will enable students to relate mathematics to their everyday experiences. The assessment reflects the different emphasis on problem solving and applications in the teaching and learning of mathematics and there is a much greater emphasis on reading and understanding the problems. Hence there is a greater emphasis on student's English language proficiency. This study aims to investigate the effect of Project Maths on international students studying in Ireland who do not speak English as their first language. As part of the study participants completed two sample examinations, one which comprised of mathematical word problems and the other which was technically the same examination but was mathematical procedure and skill based only. The results show a statistically significant difference between the mean scores of students in both examinations, with students performing better when the majority of language and context in questions was removed. This highlights the impact that literacy skills can play in the mathematics classroom.

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“…The whole issue raises pedagogical questions around whether effective teaching invokes the need for bi-(multi)-lingual teachers who are able explore the depth of understanding achieved through the home language, where this is not the language of instruction. Teaching and learning is a process where cognitive, affective, emotional, social, cultural and linguistic factors are deeply intertwined (Bishop, 1988;Ellerton & Clarkson, 1996;Lave, 1988). Further, the multiple links among these factors makes teaching a complex task, which becomes even more complex in multilingual or multicultural situations.…”

Section: Language As An Issue For Addressing Abstract Concepts In Thementioning

confidence: 99%

Assessing Grade 4 mathematics in the learner's mother tongue: a South African experiment

Vandeyar

2010

Early Child Development and Care

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Language Factors in Mathematics Teaching and Learning

Cited by 72 publications

References 12 publications

Fostering German-language learners’ constructions of meanings for fractions—design and effects of a language- and mathematics-integrated intervention

Fostering German-language learners’ constructions of meanings for fractions—design and effects of a language- and mathematics-integrated intervention

The Effect of High Literacy Demands in Mathematics on International Students

Assessing Grade 4 mathematics in the learner's mother tongue: a South African experiment

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