Does Language Really Matter When Solving Mathematical Word Problems in a Second Language? A Cognitive Load Perspective

Autor/inn/en	Moussa-Inaty, Jase; Causapin, Mark; Groombridge, Timothy
Titel	Does Language Really Matter When Solving Mathematical Word Problems in a Second Language? A Cognitive Load Perspective
Quelle	In: Educational Studies, 46 (2020) 1, S.18-38 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2018.1516629
Schlagwörter	Word Problems (Mathematics); Mathematics Instruction; Difficulty Level; Cognitive Processes; Second Language Learning; Foreign Countries; English (Second Language); Semitic Languages; Language Usage; Native Language; Undergraduate Students; Females; Language of Instruction; Listening Skills; Reading Skills; United Arab Emirates + Suchen Sie Ihr Suchwort? Textaufgabe; Mathematics lessons; Mathematikunterricht; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Zweitsprachenerwerb; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Arabisch; Hebräisch; Sprachgebrauch; Weibliches Geschlecht; Teaching language; Unterrichtssprache; Reading skill; Lesefertigkeit; Vereinigte Arabische Emirate
Abstract	In a bilingual educational setting, even when mathematical word problems are presented in one's first language, students may still perform poorly if cognitive constraints such as working memory limitations are not taken into consideration. The purpose of this study was to investigate the conditions under which learners are better able to solve word problems when presented in different modes (Reading Only, Listening Only and Reading and Listening). One hundred and thirty-two students from a federal institution in the United Arab Emirates participated in the study. Results indicated that Listening Only was negatively related to performance regardless of language. The study also found that solving mathematical word problems in English and Arabic was positively related to performance only when a dual mode, both Reading and Listening, was used. When solving mathematical word problems, both language and mode of instruction matter. Educational implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01