The Cloze Procedure as a Measure of Mathematical English

Hater, Mary A.; Kane, Robert B.

doi:10.2307/748613

Cited by 6 publications

(6 citation statements)

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“…Sixteen of the word problems were constructed using the PISA mathematical literacy framework (OECD 2006), which is fitting with our study, and some of the PISA questions available to the public domain were utilised in the test instrument. The remaining three questions on the mathematics word problem test consisted of cloze-type questions (see Hater & Kane 1975). The questions involved definitions or explanations of mathematical terminology employed in a regular mathematics lecture/tutorial.…”

Section: Test Instrumentsmentioning

confidence: 99%

The relationship between performance on mathematical word problems and language proficiency for students learning through the medium of Irish

Ríordáin

O’Donoghue

2008

Educ Stud Math

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Ireland has two official languages-Gaeilge (Irish) and English. Similarly, primary-and second-level education can be mediated through the medium of Gaeilge or through the medium of English. This research is primarily focused on students (Gaeilgeoirí) in the transition from Gaeilge-medium mathematics education to English-medium mathematics education. Language is an essential element of learning, of thinking, of understanding and of communicating and is essential for mathematics learning. The content of mathematics is not taught without language and educational objectives advocate the development of fluency in the mathematics register. The theoretical framework underpinning the research design is Cummins' (1976). Thresholds Hypothesis. This hypothesis infers that there might be a threshold level of language proficiency that bilingual students must achieve both in order to avoid cognitive deficits and to allow the potential benefits of being bilingual to come to the fore. The findings emerging from this study provide strong support for Cummins' Thresholds Hypothesis at the key transitions-primary-to secondlevel and second-level to third-level mathematics education-in Ireland. Some implications and applications for mathematics teaching and learning are presented.

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Section: Test Instrumentsmentioning

confidence: 99%

The relationship between performance on mathematical word problems and language proficiency for students learning through the medium of Irish

Ríordáin

O’Donoghue

2008

Educ Stud Math

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“…The procedure does not provide grade level equivalents for reading materials but reports whether given material is usable for the readers to whom it is presented. In mathematics reading the results obtained from a Cloze test correlate highly with those of traditional comprehension measures (Hater & Kane, 1975).…”

Section: Tablei Below 35%mentioning

confidence: 87%

“…In response to the need to establish the readability of mathematics materials in some more meaningful way the Cloze or a modified Cloze procedure has been suggested by Hater & Kane (1975) as a usable means of such determination.…”

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confidence: 99%

The Print is a Part of The Problem

Elliott

Wiles

1980

School Sci & Mathematics

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Most secondary math teachers consider the use of a textbook an integral part of the instruction they provide their students. In fact, a recent study (Brown, 1974) indicates teachers of mathematics consider it the primary instructional support. } Teachers accept its assistance to students almost as an article of faith. Of course the amount of reliance the individual teacher places on the text varies, but few math teachers are operating without this tool they perceive to be such an instructional aid.

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“…Also given that students at third-level education participate in different mathematics courses it is difficult to design a mathematics test suitable for all participants, and PISA provided a very appropriate framework for designing the mathematics word problems employed. The remaining three questions consisted of cloze-type questions (see Hater and Kane 1975). Several words were deleted at random from each of these questions and the participants were required to fill in the missing mathematical word in each of the blank spaces provided.…”

Section: (B) Mathematics Word Problem Test At the Secondary-to-third-mentioning

confidence: 99%

Tackling the transition—the English mathematics register and students learning through the medium of Irish

Ríordáin

O’Donoghue

2011

Math Ed Res J

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The explosion of Gaeilge (Irish)-medium primary and secondary schools has played a crucial role in the rebirth of our native language in Ireland. The popularity of attending Gaeilge-medium education is significant, and continues to increase annually (Gaeilscoileanna Teo 2008). However, the majority of Gaeilgeoirí (students who learn through the medium of Gaeilge) face an imminent transition to English-medium mathematics education, be it at second or third level education. This paper presents a theoretical model for investigating the transfer between different languages for learning mathematics and for interpreting the findings emerging from the Irish context. Key findings include that Gaeilgeoirí at secondary level experience a disadvantage when assessed through the medium of English; at both transitions Gaeilgeoirí experience difficulties with the syntax, semantics, and mathematics vocabulary of the English mathematics register; and at third level Gaeilgeoirí are unaware of the language difficulties that they are experiencing.

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The Cloze Procedure as a Measure of Mathematical English

Cited by 6 publications

References 1 publication

The relationship between performance on mathematical word problems and language proficiency for students learning through the medium of Irish

The relationship between performance on mathematical word problems and language proficiency for students learning through the medium of Irish

The Print is a Part of The Problem

Tackling the transition—the English mathematics register and students learning through the medium of Irish

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