Learning Fractions Through Two Languages in an Elementary Classroom: The Interrelation of Maltese and English with the Mathematics Register(s)

Farrugia, Marie Therese

doi:10.1007/978-3-319-92396-3_6

Cited by 2 publications

(2 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Melalui amalan terjemahan bahasa, guru dapat mewujudkan suasana pembelajaran yang lebih menarik dan komunikasi yang menyeronokkan dalam kelas dwibahasa (Tai & Wei, 2021b, 2021c. Pendekatan terjemahan bahasa dalam bilik darjah murid dwibahasa merupakan cara yang berkesan untuk menyokong pengajaran dan pembelajaran matematik biliterasi (Armando Garza Ayala, 2022;Farrugia, 2018;Ní Ríordáin, 2018). Kenyataan ini disokong oleh kajian Robertson dan Graven (2020b) dan Raphael Nhongo dan Baba Primrose Tshotsho (2019) yang mendapati bahawa penggunaan bahasa ibunda murid bersama dengan bahasa Inggeris lebih memudahkan pemahaman mereka dalam Matematik berbanding dengan hanya menggunakan bahasa Inggeris sahaja.…”

Section: Terjemahan Bahasaunclassified

Strategi Pengajaran Matematik dalam Bahasa Inggeris sebagai Bahasa Kedua: Sebuah Kajian Literatur Sistematik

Musa

Mahmud²

2022

MJSSH

View full text Add to dashboard Cite

Strategi pengajaran Matematik dalam bahasa Inggeris sebagai bahasa kedua merupakan isu yang sering mendapat tempat dalam dunia pendidikan hasil daripada peningkatan pelajar yang mempelajari matematik dalam bahasa Inggeris. Guru memainkan peranan yang penting dalam menyokong pembelajaran murid yang mempelajari matematik dalam bahasa yang bukan bahasa pertama mereka. Kajian literatur secara sistematik mengenai strategi pengajaran guru dalam kelas dwibahasa masih berkurangan. Oleh itu, kajian Ini telah menjalankan tinjauan literatur yang sistematik tentang strategi-strategi pengajaran Matematik dalam bahasa Inggeris sebagai bahasa kedua. Kajian ini telah menggunakan dua pangkalan data iaitu Scopus dan Web of Science untuk pemilihan artikel. Item Pelaporan Pilihan untuk Ulasan Sistematik dan Meta-Analisis (PRISMA) telah digunakan sebagai garis panduan untuk memastikan kajian ini dijalankan secara sistematik. Sebanyak 22 artikel yang berkaitan dengan strategi pengajaran Matematik dalam Bahasa Inggeris sebagai bahasa kedua telah dipilih dalam kajian ini. Berdasarkan dapatan kajian, terdapat pelbagai strategi pengajaran Matematik dalam bahasa Inggeris sebagai bahasa kedua. Strategi pengajaran yang menjadi kebiasaan dalam pengajaran guru ialah penukaran kod, terjemahan bahasa dan penggunaan alat bantu mengajar. Terdapat juga strategi pengajaran lainnya iaitu kaedah pengajaran perbendaharaan kata, pengubahsuaian tugas yang bersesuaian dengan budaya murid dan pelaksanaan tugasan secara berkumpulan.

show abstract

Section: Terjemahan Bahasaunclassified

Strategi Pengajaran Matematik dalam Bahasa Inggeris sebagai Bahasa Kedua: Sebuah Kajian Literatur Sistematik

Musa

Mahmud²

2022

MJSSH

View full text Add to dashboard Cite

show abstract

“…Studies like those by Busuttil (2001), Camilleri (1995), Camilleri Grima (2003), and Farrugia (2018a, 2018b), together with much anecdotal evidence, indicate that Maltese teachers and students continue to use both Maltese and English in their teaching and learning. In particular, and as explained by Camilleri Grima (2015), the two languages are used separately in their written form, but they come together when used in spoken form.…”

Section: Introduction: Language In Education In Maltamentioning

confidence: 97%

Engaging in the Discourse of Fractions in a Bilingual Maltese Classroom

Farrugia

2022

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

Context: The island of Malta is a former British colony, and to this day, education continues to be accessed bilingually. For mathematics education, Maltese and English are used for verbal interaction, with subject-specific words tending to be retained in English. Written mathematics texts are in English, including textbooks, worksheets, digital texts, and examinations. Thus, the “academic” language of mathematics is generally considered—and accepted—to be English. Objective of Research: It is important for Maltese students to gain access to the academic (English) mathematics language to access the discourse of power and still use Maltese in the process. The focus of this study is language as part of the discourse of fractions. The research question was: How can Maltese bilingual children be supported in accessing the discourse of fractions? Participants: The author assumed the dual role of teacher and researcher. The students were 16 nine-year-old children attending a fourth-grade class. Six of these children also participated in two interviews each. Intervention: The author adopted a teacher/researcher role and taught the topic Fractions (five lessons). The topic was chosen at the request of the class teacher. The class teacher stated that although her students had previously mastered fractions of a region (e.g., 1/3 of a circle), they had not understood fractions of quantities (e.g., 1/3 of a set of 12 books). During her teaching, the author focused on language explicitly; she started discussions on fractions with the students using Maltese and English, and gently prompted them toward increased use of mathematical English. The aim of this more detailed articulation of mathematical ideas was for the children to express a better understanding of fractions of quantities. Research Design: This qualitative case study centered its analysis on the classroom interaction and interview data. The theoretical framework drew from Anna Sfard’s definition of mathematical discourse, namely, that a discourse consists of words, endorsed narratives, routines, and visual mediators. “Understanding of fractions” was considered in terms of participation in, or engagement with, in the discourse of fractions. Conclusions: The initial use of translanguaging enabled new discourse elements related to endorsed narratives, routines, and visual mediators. These three elements then supported lengthier and varied contributions in the academic language, and thus, I argue that the endorsed narratives, routines, and visual mediators served as “anchors” to support new language practices (new words of the discourse). Ultimately, the children’s engagement with the four discourse elements indicated that by the end of the five lessons, they had a better understanding of fractions of quantities.

show abstract

Learning Fractions Through Two Languages in an Elementary Classroom: The Interrelation of Maltese and English with the Mathematics Register(s)

Cited by 2 publications

References 24 publications

Strategi Pengajaran Matematik dalam Bahasa Inggeris sebagai Bahasa Kedua: Sebuah Kajian Literatur Sistematik

Strategi Pengajaran Matematik dalam Bahasa Inggeris sebagai Bahasa Kedua: Sebuah Kajian Literatur Sistematik

Engaging in the Discourse of Fractions in a Bilingual Maltese Classroom

Contact Info

Product

Resources

About