The role of second language in Mathematics word problem-solving ability of secondary school learners in a Maldivian school / Aishath Wadheefa

Abstract:
Mathematics is a language. Hence, English language learners have a dual responsibility of learning a language and learning academic concepts. As a result, mathematics word-problem solving which involves both the language and concept has become a challenge for most of the students. This study was concerned with the role of language in solving mathematics word problems. In particular, it was intended to identify both linguistic and non-linguistic challenges students face when solving word problems. In addition to this, it attempted to discover the techniques students use in solving word problems intending to identify the differences between students who are good at mathematics and weak in mathematics.
A qualitative research method was employed in the study. Data was collected using a ten item word problem exercise and a semi structured interview. Total ten students in two groups; students who are good at mathematics and weak in English and students who are weal in both English and Mathematics, from grade 9 of a Maldives secondary school were selected for the study. Hence, participants were selected using purposive-quota sampling.
A three-step inductive thematic approach of data analysis was used to analyze the data and it was revealed that language proficiency is a contributing factor in problem-solving. Linguistic features such as vocabulary, word collocation, sentence length, clauses that show relationship, complex sentences and sentence structure cause challenges when solving word problems. Moreover, non-linguistic features such as conceptual misunderstanding and unfamiliar contexts also cause difficulty to students. The most interesting finding revealed in the study was that there is no difference between the techniques and processes used to solve word problems by the two groups of students. However, the study found out that sentence length and vocabulary cause no challenge for students who are good at mathematics. Furthermore, these students are found to be better at solving mathematics word problem as they have better understanding of mathematical knowledge and mathematical vocabulary. Since, these findings have implications for the pedagogy and learning improvement for teachers and students, further studies need to be done in relation to this area.

Keywords: mathematics word problems, second language learners, challenges, linguistic and non-linguistic features and problem-solving process.

Submitted in partial fulfillment of the requirements for the degree of Master of Education, Villa College, Faculty of Education, 2014. Master's project (M.Edu.). Includes bibliographical references