Problem Solving and the English Language Learner

Brown, Clara Lee; Cady, Jo Ann; Taylor, P. Mark

doi:10.5951/mtms.14.9.0532

Cited by 12 publications

(6 citation statements)

References 1 publication

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“…For example, some students in Teacher B's class interpreted kiwi birds as kiwi people. The findings concur with those of Brown et al (2009) and Sharma (2014). Brown et al (2009), who argue that when students are faced with contexts that are unfamiliar, it can hinder their ability to understand what is being asked of them.…”

Section: Using Real-life Contextssupporting

confidence: 85%

“…Collaborative work allowed the students to collaborate in their learning and ties in with the work of Brown et al (2009) and Schleppegrell (2011), who explain that when language learners work alongside a partner, they are given the opportunity for interaction and support to enhance their learning. Schleppegrell (2011) reported that collaboration can afford language learners the chance to ask questions and make mistakes in a safe setting in which they can receive direct and immediate feedback.…”

Section: Collaborative Learningmentioning

confidence: 99%

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Teaching and Learning Statistics in Multilingual Classrooms: A Collaborative Study

Sharma¹

2022

Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference

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The purpose of this collaborative study was to explore what language practices appear to enhance the statistical understanding of Year-12 multilingual students. Data was collected from audio recordings of teacher reflections while students were carrying out an investigation of existing data sets. The teachers in the study demonstrated a range of specific strategies consistent with research-based effective language learning practice. Whether this was by virtue of prior learning in teacher education or by experience in the collaborative setting cannot be determined here, but this could be an area for future investigation. The paper will generate more interest in language challenges and strategies in statistics education and collaborative research where teachers are regarded as key stakeholders in all aspects of the research process.

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Section: Using Real-life Contextssupporting

confidence: 85%

Section: Collaborative Learningmentioning

confidence: 99%

Teaching and Learning Statistics in Multilingual Classrooms: A Collaborative Study

Sharma¹

2022

Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference

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“…Furthermore, the use of physical resources or pictures can support students in their comprehension of statistical terms (Brown et al, 2009;Nguyen & Cortes, 2013). One fundamental word in statistics that has lexical ambiguity for students is "random" (Kaplan et al, 2014).…”

Section: Using Non-linguistic Cuesmentioning

confidence: 99%

“…Collaborative learning is a powerful tool for all students, but especially ELL (Takeuchi, 2016). When ELL can work alongside a partner, they are given the opportunity for interaction and support, enhancing their learning (Brown et al, 2009). Collaboration affords ELL the chance to ask questions and make mistakes in a safe setting, where they can receive direct and immediate feedback.…”

Section: Collaborative Learningmentioning

confidence: 99%

Promoting statistical thinking in year 12 multilingual classrooms: a collaborative study

Sharma

2023

Math Ed Res J

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There are challenges making connections between language use and mathematics in mathematics education. A lack of connections between the two domains can have negative consequences on student learning and performance. The challenges in statistics classrooms, where language and contexts are important as a medium of instruction, have received little scrutiny. This article reports on collaborative research carried out in three largely Pasifika-dominated year 12 classes. Specifically, we explored the language resources and strategies that appear to enhance the statistical understanding of Pasifika students. Findings from the teacher reflection aspect of the study indicated that some strategies to incorporate student language and communicative resources in their learning worked better than others. Teachers may need to re-evaluate their teaching practices, especially if part of their population is learning English as a second language.

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“…This means that to appropriate meanings in mathematical language is also similar to how context functions in linguistic operations. Also, Brown, Cady & Taylor (2009) emphasize that ML syntax and semantics are a precise form of short cut in representing meanings in Mathematics, and to make them sensible is to understand contexts and conventions.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Exploring the Meaning-Making Process in Conceptual Mathematics: The Case of Linguistic Markers in Algebraic Equations

2022

JHETP

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As research established, linguistic features are essential to understanding mathematical word problems, and these features are seen as a significant factor of students' difficulty in word problems. Students are unable to translate the words into numbers or formula to work on the needed mathematical operations. This present study's aim is two-fold. First, the analysis of the syntactic features of mathematical language is hoped to contribute to the understanding of mathematical sentence by making its lexis, syntax and semantics explicit. Second, by focusing on the linguistic markers in algebraic equation, the meaningmaking process in the mathematical language was described by determining how these linguistic markers prompted the mathematical conditions in the expressions and statements. Results show that algebraic sentences of equalities were characterized by inflectional phrase (InflP) projection, and 'if…then' syntax, which are considered in lexico-grammatical precision. Predication in algebraic sentence of equalities was signified essentially by the linking verb 'is' in definition, description and illustration frames.

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Problem Solving and the English Language Learner

Abstract: Various techniques can enhance mathematics instruction for English language learners.

Cited by 12 publications

References 1 publication

Teaching and Learning Statistics in Multilingual Classrooms: A Collaborative Study

Teaching and Learning Statistics in Multilingual Classrooms: A Collaborative Study

Promoting statistical thinking in year 12 multilingual classrooms: a collaborative study

Exploring the Meaning-Making Process in Conceptual Mathematics: The Case of Linguistic Markers in Algebraic Equations

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