The Effects of Stating Problems in Bilingual Students' First and Second Languages on Solving Mathematical Word Problems

Abstract

Researchers have suggested that among bilinguals, solving word problems in mathematics is influenced by linguistic factors (K. Durkin & B. Shire, 1991; L. Verschaffel, B. Greer, & E. De Corte, 2000). Others have suggested that students exhibit a strong tendency to exclude real-world constraints in solving mathematics word problems (L. Verschaffel, E. De Corte, & S. Lasure, 1994). In the present study, the authors explored the effects of stating word problems in either Filipino or English on how Filipino-English bilingual students solved word problems in which the solution required the application of real-world knowledge. The authors asked bilingual students to solve word problems in either their first or second language. For some of the word problems, real-life constraints prevented straightforward application of mathematical procedures. The authors analyzed the students' solutions to determine whether the language of the word problems affected the tendency to apply real-life constraints in the solution. Results showed that the bilingual students (a) rarely considered real-life constraints in their solutions, (b) were more successful in understanding and solving word problems that were stated in their first language, and (c) were more likely to experience failure in finding a solution to problems stated in their second language. The results are discussed in terms of the relationship between linguistic and mathematical problem-solving processes among bilinguals.

Iranian bilingual students reported use of language switching when doing mathematics

“…It has been found that bilingual students with high level proficiency in both their languages outperform their peers in mathematics for whom one language was dominant, or who had low competency in both their languages. This language impact is evident even after potential influencing variables are accounted for (Bernardo, 1999(Bernardo, , 2002Bernardo & Calleja, 2005;Clarkson, 1991a;Clarkson & Dawe, 1994Clarkson & Galbraith, 1992;Dawe, 1983;Erktin & Akyel, 2005;Latu, 2005). Clarkson and Dawe (1994) suggested a need to explore how bilingual students used their languages when doing mathematics, since it was likely that it was in these processes that the cognitive benefit accrued.…”

“…Again difficulties with this aspect of the solution strategy prompt bilingual students to switch languages (Bernardo, 1999;Bernardo & Calleja, 2005;Linthorne & Doolan, 2003;O'Connell, 2000). Hence, when asked to solve what for them is a difficult mathematical problem, bilingual students may at any stage in the solving process try and use their L1 as part of their solution strategy.…”

“…He and Dawe later worked with students with Vietnamese, Italian and Arabic backgrounds (Clarkson, 2006;Clarkson & Dawe, 1994. Other researchers worked with Filipino students (Bernardo, 1999(Bernardo, , 2002Bernardo & Calleja, 2005), South African students (Adler, 2001;Setati, 1998), and students with Samoan and Tongan Pasifica backgrounds (Latu, 2005). In summarising this literature it seems clear that there are commonalities across the Lls investigated as to why students switch between their languages; but this is no guarantee that these reasons will apply for quite a different type of L1.…”

Fizik ve fizik formasyon öğretmen adaylarının alana özgü epistemolojik inançlarının karşılaştırılması

“…Bu farklılığın nedeni eğitim fakültesindeki öğretim elemanlarının öğretme şekilleri olabilir. Bu bulgu Bernardo ve Calleja (2005)'nın bulgusu ile örtüşmektedir. Bernardo ve Calleja (2005) yaptıkları çalışmada öğretmenlerin bir konuyu öğretme şekli neticesinde öğrenme üzerine epistemolojik inançların yön bulduğunu bulmuşlardır.…”

“…Bu bulgu Bernardo ve Calleja (2005)'nın bulgusu ile örtüşmektedir. Bernardo ve Calleja (2005) yaptıkları çalışmada öğretmenlerin bir konuyu öğretme şekli neticesinde öğrenme üzerine epistemolojik inançların yön bulduğunu bulmuşlardır. Yine, Gupta ve Elby (2011) ve Muis ve Gierus (2014 öğrencilerin işlemsel ve kavramsal bilgiyi birbirinden tamamen ayırdıklarını ve bu durumun öğrencilerin epistemolojik inançlarını etkilediğini belirtmektedirler.…”