Mathematics and English, Two Languages: Teachers’ Views

Leshem, Shosh; Markovits, Zvia

doi:10.5539/jel.v2n1p211

Cited by 8 publications

(6 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In Mathematics, we use numbers and symbols, to construct "words" and "sentences" in mathematical constructions or what is called "mathematical story" as in solutions of exercises, problems. Thus, Mathematics, like languages, has also its own grammar or as (Leshem & Markovits: 2013) called it the mathematical logic as a criterion of validity or falsity of statements.…”

Section: Mathematics and English Language Relationshipmentioning

confidence: 99%

“…But in order to present all these types of languages, teachers have to master the foreign language as well as the mathematical language. Leshem & Markovits (2013) indicated that Most mathematics teachers in general education classrooms are monolingual and don't have expertise in second language instruction. One of the best ways to deal with this dilemma is to collaborate with a bilingual or English-as-a-second-language (ESL) specialist.…”

Section: Chapman (1993) and Jaber (2004) Identified Types Of Language...mentioning

confidence: 99%

See 1 more Smart Citation

A Remedial Training Program Based on CLIL to Develop Some Math Content Components and English Language Competences for Mathematics Future-Teachers and their teaching Performance

Khater¹,

Aboelela²

2022

مجلة دراسات فی المناهج وطرق التدریس

View full text Add to dashboard Cite

The aim of the research is to develop Some Math Content Components, and English Language Competences for Mathematics Future-Teachers and their teaching Performance through a remedial training program based on CLIL. Participants are 21 third year mathematics future-teachers, (English section), Faculty of Women, Ain Shams University. The research adopted the experimental one group design. Instruments of the research were implemented pre and post the intervention. Tools were both mathematical and language ones. The mathematical tools consisted of mathematical content test and mathematical teaching observation sheet. While the language tools consisted of language competences tests and classroom language observation sheet. Besides, a satisfaction questionnaire was implemented at the end of the program. Statistical analysis used non-parametric SPSS Wilcoxon test. Results showed the effectiveness of the program in developing future teacher's mathematical content knowledge (Mathematical Symbols and Shape, Numbers and Algebra, Geometry and Measurement, Probability and Statistics, Story Problem Solving ), teaching performance (opening skills, general presentation skills , presenting subject matter skill , teaching strategies, techniques and teaching aids, classroom management skills, classroom content language interaction, language of content instruction , and evaluative), language competences, namely Speaking (accuracy, fluency and interaction, pronunciation and accent), writing (Shape, directionality, and letter formation, Letter and word size and spacing, Sentence structure, grammar and spelling), as well as classroom language (the beginning of the class, using disciplinary expressions, praising and correction, giving instructions, checking for understanding, developing pupils' language, and finishing the lesson).

show abstract

Section: Mathematics and English Language Relationshipmentioning

confidence: 99%

Section: Chapman (1993) and Jaber (2004) Identified Types Of Language...mentioning

confidence: 99%

A Remedial Training Program Based on CLIL to Develop Some Math Content Components and English Language Competences for Mathematics Future-Teachers and their teaching Performance

Khater¹,

Aboelela²

2022

مجلة دراسات فی المناهج وطرق التدریس

View full text Add to dashboard Cite

show abstract

“…Sie argumentieren, dass Englisch die internationale Sprache der Welt ist, während die Mathematik sowohl die Sprache der Wissenschaft als auch die Sprache des täglichen Lebens ist. Sie vergleichen Mathematik und Englisch und versuchen nachzuweisen, dass beide ein ähnliches Denken des Einzelnen erfordern (Leshem S., 2013). Die enge Beziehung und die Ähnlichkeiten im Denken zwischen diesen beiden Wissenschaften werden auch in einer Studie von Li und Wang aus dem Jahr 2013 untersucht (Li F., 2013).…”

Section: Die Verbindung Der Mathematik Und Der Sprachwissenschaftunclassified

Vergleich der Mathematikkompetenzen und der Ungarischkompetenzen von angehenden (erstes Studienjahr) und scheidenden (viertes Studienjahr) Lehramtstudent*innen

Zábrádi¹,

Tóth²,

Sipos³

et al. 2022

View full text Add to dashboard Cite

In einer im Herbst 2022 durchgeführten Untersuchung untersuchten wir Kenntnisse in zwei Bereichen, von denen wir lange glaubten, dass sie voneinander unabhängig sind, nämlich die "geisteswissenschaftlichen" und die "formalwissenschaftlichen" Kompetenzen der Studierenden. Es ist keineswegs sicher, dass die geisteswissenschaftlichen, in unserem Fall die ungarische Sprache – und die formalwissenschaftlichen, hier die mathematische Kompetenz, völlig voneinander getrennt sind. Es kann sogar passieren, dass sie Gemeinsamkeiten haben. Unter anderem interessierten uns diese Gemeinsamkeiten bei der Untersuchung, bei der wir die grundlegenden mathematischen Kompetenzen und die ungarischen Sprachkompetenzen von Lehramtsstudentinnen und Lehramtstudenten des ersten und vierten Studienjahres an der Apáczai Csere János Fakultät für Pädagogik, Human- und Sozialwissenschaften der Széchenyi István Universität erfasst haben. Mit Hilfe einer Reihe von Aufgaben versuchten wir, Antworten auf unsere Fragen zu bekommen, wie mathematisches Wissen mit Grammatikwissen zusammenhängt und ob die in der Ausbildung verbrachte Zeit einen positiven Effekt auf das Wissen der Studenten hat. Wir wollten auch herausfinden, welche Arten von Aufgaben für die Studierenden problematisch sind. In Bezug auf diese Fragen formulierten wir die folgenden Hypothesen: Die Studierende im vierten Studienjahr schneiden sowohl in Mathematik als auch in der ungarischen Sprache besser ab, als die Studierende im ersten Studienjahr. Außerdem sind die Leistungen der Studierenden im ersten und vierten Studienjahr in Mathematik besser, als die in der ungarischen Sprache, da die Mathematikaufgaben kein Hintergrundwissen erfordern, die Aufgaben in der ungarischen Sprache hingegen nicht nur technisches, sondern auch lexikalisches Wissen erfordern. Unser Ziel ist es, die Ergebnisse dieser Umfrage bei der Umgestaltung unserer Ausbildung und unseres derzeitigen Lehrplans zu nutzen. Wir wollen die Fähigkeiten und Fertigkeiten unserer Studierenden so weit wie möglich fördern, ihnen ein noch gründlicheres Wissen zu vermitteln. Wir möchten erreichen, dass die gegenwärtig durchgeführte Untersuchung und die ausgewerteten Ergebnisse einen positiven Einfluss auf den zukünftigen Lehr- und Lernprozess in unserem Institut haben.

show abstract

“…Mathematics uses internationally recognised numbers, mathematical symbols, and grammar as Leshem and Markivits (2013) have noted. These are linked to the LoLT, regardless of what that language might be.…”

Section: Language As Central To Learner Ability In the Assessment Of Mathematicsmentioning

confidence: 99%

Exploring Grade 6 mathematics teachers' use of the language of learning and teaching in assessment for learning

Mahlambi

Mawela

2021

Journal of Education

View full text Add to dashboard Cite

In this study, we aimed to explore Grade 6 mathematics teachers' use of English, the language of learning and teaching in assessment for learning in selected primary schools in Alexandra Township, South Africa. From Grade 4, English is the language of teaching and learning for most learners, despite English being the home language of a minority of learners. Results of studies have shown that in South Africa, in Grades 1 to 3, in which learners are taught using their home-language performance appears to be better than in Grades 4 to 6 where English as a First Additional Language (EFAL) is used for teaching and learning. Guided by qualitative case study design, we used semi-structured interviews and non-participatory observation to collect data from nine purposefully sampled Grade 6 mathematics teachers. In conjunction with the literature reviewed and the theory underpinning the study, we used themes to analyse, interpret, and discuss the data we collected. This research revealed that learners in Grade 6 struggle to understand English as the language of learning and teaching, so, to augment concept development and understanding, teachers and learners use code-switching. In the classrooms observed, this practice has become the norm to improve the performance of learners with limited language proficiency. However, because of the differences between the home language of learners and that of teachers in mathematics classrooms, code-switching is often not enough to ensure understanding.

show abstract

Mathematics and English, Two Languages: Teachers’ Views

Cited by 8 publications

References 43 publications

A Remedial Training Program Based on CLIL to Develop Some Math Content Components and English Language Competences for Mathematics Future-Teachers and their teaching Performance

A Remedial Training Program Based on CLIL to Develop Some Math Content Components and English Language Competences for Mathematics Future-Teachers and their teaching Performance

Vergleich der Mathematikkompetenzen und der Ungarischkompetenzen von angehenden (erstes Studienjahr) und scheidenden (viertes Studienjahr) Lehramtstudent*innen

Exploring Grade 6 mathematics teachers' use of the language of learning and teaching in assessment for learning

Contact Info

Product

Resources

About