Factors Influencing Filipino Children's Solutions to Addition and Subtraction Word Problems

Autor/inn/en	Bautista, Debbie; Mitchelmore, Michael; Mulligan, Joanne
Titel	Factors Influencing Filipino Children's Solutions to Addition and Subtraction Word Problems
Quelle	In: Educational Psychology, 29 (2009) 6, S.729-745 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	Error Patterns; Word Problems (Mathematics); Subtraction; Young Children; Arithmetic; Problem Solving; Language Usage; English (Second Language); Language of Instruction; Reading Aloud to Others; Comparative Analysis; Language Proficiency; Low Achievement; High Achievement; Foreign Countries; Mathematics Instruction; Grade 2; Grade 3; Elementary School Mathematics; Elementary School Students; Philippines + Suchen Sie Ihr Suchwort? Fehlertyp; Textaufgabe; Subtraktion; Frühe Kindheit; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Problemlösen; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Language skill; Language skills; Sprachkompetenz; Unterdurchschnittliche Leistung; Ausland; Mathematics lessons; Mathematikunterricht; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Elementare Mathematik; Schulmathematik; Philippinen
Abstract	Young Filipino children are expected to solve mathematical word problems in English, which is not their mother tongue. Because of this, it is often assumed that Filipino children have difficulties in solving problems because they cannot read or comprehend what they have read. This study tested this assumption by determining whether presenting word problems in Filipino or reading them aloud to children in either language facilitated solution accuracy. Contrary to the initial hypothesis, reading word problems aloud did not seem to improve student performance (p greater than 0.10). In contrast, presenting word problems in Filipino significantly improved solution accuracy (p less than 0.0001) and led to differences in error patterns--children were less likely to use an inappropriate arithmetic operation when problems were presented in Filipino. However, the language of the problem had minimal effects on the more difficult Compare problem type. Finally, the benefits of using Filipino were more pronounced for low-achieving students who may have lower proficiency in English than their high-achieving peers (p less than 0.01). (Contains 4 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10