EAL undergraduates learning mathematics

Barton, Bill; Chan, Rossanna; King, Carolyne M.; Neville-Barton, Pip; Sneddon, Jamie

doi:10.1080/00207390500270950

Cited by 16 publications

(28 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…On the other hand, submersion 7 programmes have demonstrated that bilingual students underachieve in mathematics when the school language is different from their home language (e.g. Adetula 1990; Adler & Setati 2000;Barton, Chan, King, Neville-Barton & Sneddon 2005;Galligan 1995;Gorgorió & Planas 2001;Marsh, Hau & Kong 2000;Secada 1992). …”

Section: The Relationship Between Mathematics Learning and Languagementioning

confidence: 98%

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

View full text Add to dashboard Cite

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.

show abstract

Section: The Relationship Between Mathematics Learning and Languagementioning

confidence: 98%

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

View full text Add to dashboard Cite

show abstract

“…The second study had important findings demonstrating that second-language mathematics learners were unaware of their disadvantage (Barton et al 2004). The above studies culminated in the design and implementation of the third study (Neville- Barton and Barton 2005). The research questions were concerned with the relationship between English language proficiency and mathematics achievement, and the particular features of the mathematics language that cause difficulties for students for whom English is a second language.…”

Section: Some Relevant Literaturementioning

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

View full text Add to dashboard Cite

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.

show abstract

“…Esto, a su vez, podría ser realmente útil para estudiantes no nativos (por ejemplo, estudiantes de programas tipo Erasmus o Sócra-tes), matriculados en cursos de matemáticas o estadística, a la hora de evitar ciertos problemas de comprensión no inherentes a los contenidos matemático-estadísticos (Barton, Chan, King, Neville-Barton y Snedon [11]). …”

Section: Oportunidades Que Ofrece La Formación On-line De Las Matemátunclassified

E-learning in the area of maths and statistics in Spanish universities: opportunities, challenges, current situation and trends

Steegmann¹,

Huertas²,

Pérez³

et al. 2008

RUSC. Univ. and Know. Soc.

View full text Add to dashboard Cite

EAL undergraduates learning mathematics

Cited by 16 publications

References 3 publications

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

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

E-learning in the area of maths and statistics in Spanish universities: opportunities, challenges, current situation and trends

Contact Info

Product

Resources

About