Language and Context in Mathematical Problem Solving: A Threat to Students’ Performance and Assessment (original) (raw)
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Language Literacy and Mathematics Competence Effect Toward Word Problems Solving
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This study aims to know the effect of language literacy and basic Mathematics competence toward students’ ability to solve word problems. The research was done by giving three sets of questions; language literacy (LL) set, basic Mathematics competence (BM) set, and word problems (WP) set; to the research sample. Research sample was 315 tenth grade students from five schools in Jakarta. Score of students in each set was analyzed as research data. Score of LL set was treated as data of independent variable 1, score of BM set was treated as data of independent variable 2, and score of WP set as data of dependent variable. Preliminary data analyses, such as normality, validity, and reliability test, were done. Then, data was analyzed using Wilcoxon test and calculation of R-square. The result shows that each of independent variable affects dependent variable with BM variable has more effect on WP variable.
Students' English Language Abilities in Solving Mathematics Word Problems
Mathematics Education Trends and Research, 2014
Previous local research findings have found that students are generally weak in solving mathematics word problems especially in problems that required skills in choosing the various mathematical techniques they have learned in previous years. Too often, students see the knowledge taught by teachers as mathematical procedures and they failed to apply the importance of such knowledge to their daily lives. This research investigated two main areas, namely students' performance in solving mathematics word problems and the relationship between English competency and the ability to do mathematics. A total of 78 Year 9 students from four secondary schools participated in this study. The findings revealed that the time or period spent in school does not determine students' ability in mathematics but rather a strong foundation in basic mathematics is a factor that contributes to a better performance in the subject. Furthermore, the English competency does not influence students' performance in doing mathematics word problems significantly. It was proven that students does not require good English to do Mathematics word problems questions with less than 40 words (those categorised as 'Not Wordy' and 'Average Wordy' questions).
The Role of Language in Solving Mathematical Word Problems among Grade 9 Learners
Dirāsāt. Al-'ulūm al-insāniyyaẗ wa-al-iǧtimā'iyyaẗ/Dirāsāt. Al-ʻulūm al-insāniyyaẗ wa-al-iǧtimāʻiyyaẗ, 2024
Objectives: The study aimed to explore mathematical word problem solving abilities among Grade 9 learners in Tshwane North District Schools. It highlighted how language plays a pivotal role in learning mathematics and understanding mathematical word problems. Moreover, it showed how language inadequecy and incorrect translation affect Grade 9 learners' solutions to mathmatical word problems in schools around Tshwane North District. Methods: The study used both qualitative and quantitative methods. It also made use of contextual, exploratory, and descriptive statistical data. The study involved 26 nineth-grade learners in Tshwane North District secondary schools in Gauteng Province. Data collection was based on learners' written work (a questionnaire) and analysing the results of the administered test. Data was analysed to detect the language difficulties that learners' face when translating and solving mathematical word problems. The analysis process involved developing initial insights, coding, interpreting, and drawing conclusions to determine whether there is a connection between language proficiency and solving mathematical word problems. Results: The study showed that learners face difficulties in mathematical processes such as inadequate language comprehension when translating words into mathmatical symbols. It also revealed that there is a strong connection between vocabulary knowledge and word problem solving, resulting in learning challenges related to understanding the meaning associated with mathmatical word problems. Conclusions: Evidence from the word problem test for Grade 9 learners revealed that mathematical vocabulary and syntactic features are the main factors causing difficulties in understanding and solving mathmatical word problems.
The Language Problem in Problem Solving in Basic School Mathematics
1988
The use of English or a second language in teaching mathematics is one of the major factors that discourage teachers from teaching problem solving. My personal experience has been that about half of the pupils completing primary schools in Ghana today have not had any grasp over the basic mathematical concepts in either their first language or the official medium of instruction. They can rarely relate the mathematical knowledge gained from school to solving problems involving situations outside the classroom. This unfortunate situation can be attributed to some extent to the fact that many teachers tend to ignore the problem of language in mathematics. In order to help teachers to reduce the language barriers in children's efforts to solve problems, this presentation examines mathematics teaching in a second language and its associated difficulties. It also considers proposals that will reduce pupils' difficulties in solving problems in basic schools.
Analysing Mathematical Word Problem Solving with Secondary Education CLIL Students: A Pilot Study
Latin American Journal of Content & Language Integrated Learning
The purpose of this study is to investigate to what extent the use of L2 in math tests influences bilingual education learners’ process of word problem solving in a mandatory secondary education school with Content and Language Integrated Learning (CLIL). The reading comprehension level of the students was analysed using a standards-based assessment and the questions used in Programme for International Student Assessment (PISA) tests. The word problems were selected according to the students’ level of reading-comprehension and mathematical competence. Leaners also had to answer a questionnaire, which was used to analyse if contextual factors were affecting mathematical performance in L2. To this end, the questionnaire included some questions related to the bilingual history of the students and their perception about solving word problems in English. Data were analysed through one-way or two-way ANOVA tests to find out which factors were relevant. Results show that solving word probl...
LACLIL - Latin American Journal of Content and Language integrated Learning, 2019
The purpose of this study is to investigate to what extent the use of L2 in mathematic tests has an influence on bilingual education learners’ process of word problem solving in an obligatory secondary education school with CLIL (Content and Language Integrated Learning). Reading comprehension level of the students was analysed using a standardized-based assessment, and the questions used in PISA tests. The word problems were selected according to the students’ level of reading-comprehension and mathematical competence. A questionnaire was also passed to learners in order to analyse if contextual factors were affecting the mathematical performance in L2. To this end, the questionnaire included some questions related to the bilingual history of the students and their perception about solving word problems in English. Data were analysed performing ANOVA tests (one-way or two-way) to find out which factors were relevant. Results show that solving word problems is not only affected by the use of L2, but it also depends on mathematical difficulty irrespective of the students’ level of language proficiency. The findings, hence, imply that interaction between linguistic difficulty and mathematical complexity is at the centre of the issues affecting word problem solving.
Journal of Education, Society and Behavioural Science
One source of evidence to validate assessment result is criterion-related evidence which states that two set scores on the same content should be able to be substituted. The study sought to determine how the students’ performance in mathematical symbols test and predict their performance on mathematical word problem. The descriptive design was used for the study. The stratified random sampling technique was used to select two classes each from General Science and General Art. Sample of 144 students were used in the study. Pearson Moment correlation was used to analyze the data. It was found that there is a significant low positive correlation between students’ performance in mathematical word problem and mathematics symbol problem due to gender and course of study. It was recommended that mathematics teachers need some professional development on how to help students understand the linguistic necessities of the subject (mathematics). This would be achieved as they go through in-serv...