Thursday 13 November 2008

PS 4305 3.17 Question 18

Language become an issue in the learning and teaching of primary mathematics. Explain.

Many pupils in the primary school level have a problem in understanding the questions in mathematic. They are either confused or misinterpreted. This is due to their lack of mathematical vocabulary. Most of the English words can have different meaning in mathematical context. For example the word “volume” in mathematic context refers to the “space” of something whereas “volume” in daily life means “the level of sound”.

The problem in the acquisition of language does not only occur in word-problem question but also in mathematical problem involving order. The importance of having skills in solving word problems has been strongly emphasized as early as in Primary 1.

According to Kantowski (1977), an individual is faced with a problem when he encounters a problem with question he cannot answer or a situation he is unable to resolve using the knowledge immediately available to him. He must then think of a way to use the information at his disposal to arrive at the solution of the problem” (p. 163). He further differentiates between a problem and an exercise. In the case of a problem, an algorithm which will lead to a solution is unavailable while in an exercise one determines the algorithm and then does the manipulation. For example; “Abdul Rahman bought a television set for $2 985 and a video-recorder for $1 280. How much did he spend on the two items altogether?”(C.D.D, 2004).

Students like mathematics as long as they “understand” and understanding is a major goal of mathematics teaching at all levels in the educational system (Stadler, 2002). An important part of the mathematics subject includes the signs and symbols that are available under the learning and teaching of mathematics. Mathematical understanding is both a linguistic and a conceptual matter (Vergnaud, 1998). In order for the pupils in Brunei to understand mathematics, the pupils must be able to identify relationships between the mathematical symbols and also their relation to everyday language.

Research done by Clements (1999), Gurung (2003), Raimah (2001), Sainah (1998) and Saman (2000) shows that Bruneian pupils both in the upper and lower primary have trouble to cope with mathematics word-problem in English language. Since difficulty in solving word problems has something to do with language, so the study also aims to get insight of the level of language difficulties experienced by the pupils and to identify to what extent it affected their problem solving skills.

From a study being done by Hajah Sainah (1998), it can be concluded that in most cases students find problem-solving tasks more difficult than the symbol manipulation of corresponding computational tasks. A statement by the Cockcroft Report (1982, p6) confirms that Mathematics is a difficult subject both to teach and to learn. Mathematics is more complicated when it is being studied as a second language. A child who cannot understand the language of a mathematics problem cannot possibly find the solution as the Cockcroft Report (1982, p89) claims that language plays an essential part in the formulation and expression of mathematical ideas. Tough (1977, p202) also shares this view that the use of language plays an important part in helping children to establish both the basic mathematical concepts and the terminology that are necessary for mathematical thinking.

Language Difficulties

A student with language problems in Mathematics may :

·have difficulty with the vocabulary of Mathematics

·be confused by language in word problems

·not know when irrelevant information is included or when information is given out of sequence

·have trouble learning or recalling abstract terms

·have difficulty understanding directions

·have difficulty explaining and communicating about math, including asking and answering questions

l have difficulty reading texts to direct their own learning

l have difficulty remembering assigned values or definitions in specific problems

(http://www.pbs.org/wgbh/misunderstoodminds/mathdiffs.html)

References:

  • Curriculum Development Department. (2004). Primary Mathematics for Brunei Darussalam. Darjah 5. Singapore: Federal Publication.
  • Kantowski, M. G. (1977). Processes involved in mathematical problem solving. Journal for Research in Mathematics Education, 8(3), 163-180.
  • Hajah Sainah binti Haji Nayan (1998). Problem-solving errors by primary six children in specialist teachersÂ’ project schools. Unpublished M.Ed dissertation, Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam.
  • Stadler, E. (2002). Language and understanding of mathematical concepts.Vaxjo University. In English as a second Language. Educational Studies in Mathematics.November 1993 14,4,325-350.Journal for Research in Mathematics Education, 8(3), 163-180.
  • Vergnaud, G. ( 1998). Towards a cognitive theory of practice. I.Sierpinska, A. and Kilpatrick, J. Mathematics Education as a Research Domain: A Search for Identiry, 227-240. Kluwer Academic Publishers.

Done by : Ak Alif Wira Putra Bin Pg Awang (06B0410)

Dk Muhyidatul Syifa Binti Pg Mohin (06B0412)

Mufidah Binti Haji Kassim (06B0413)

Nur Ridzwannah Binti Moktar (06B0418)

Nur Farahana Binti Haji Murni (06B0423)

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