Teaching mathematics in ‘different tongues’

Abstract

Language choice in teaching mathematics is a legitimate area of concern. It is noted that tension exists in classrooms where mathematics is taught in a language different from the first language spoken by the learners (Martínez & Dominguez, 2018). It is then a logical supposition to make that if students in mathematics classes are taught and tested in a language that is not their native their scores and proficiency levels may not be a true measure of their abilities, but a reflection of their mastery of the language used as medium of instruction (Haag, Heppt, Stanat, Kuhl & Pant, 2013). Against this contention, this study is conducted to determine the mathematics proficiency and anxiety of students learning mathematics across different local languages. In addition, the study analyzed whether significant differences exist in the investigated variables across gender. The study disclosed interesting results which were discussed herein.

Effectiveness of Team Assisted Individualization as a Teaching Approach

“…According to Bernardo (2020), only 1 percent of Filipino students reached the high benchmark in mathematics, six percent in the intermediate benchmark and nineteen percent on the low benchmarks, which means they only have basic mathematical knowledge. While majority of the studies argue the engagement, motivation and capabilities of the students (Bacolod-Iglesia et al, 2021;Ha, 2011;Naungayan, 2022;Galabo et al, 2018;Abalde & Oco, 2023;Cordova & Tan, 2018;Anabo, 2023;Macaso & Dagohoy, 2022;Vergara, 2021;Magsino, 2021), several studies highlighted issues on the educational system (Aksan, 2021;Peteros et al, 2022;Launio, 2015), facilities and support system, and applicability of teaching methodologies (Gamit, 2023;Duzon, 2021;Estonanto et al, 2017;Ha, 2011;Cordova & Tan, 2018;Faustino, 2022;Booc et al, 2023;Delosa & Ong, 2021;de Vera et al, 2022).…”