Open AccessThe effects of language simplification and pictures on the ability of Emirati university students to comprehend and solve mathematics word problems
Author(s) -
Mark Causapin,
Timothy Groombridge
Publication year - 2017
Publication title -
learning and teaching in higher education: gulf perspectives
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.103
0ISSN - 2077-5504
DOI - 10.18538/lthe.v14.n2.288
Subject(s) - affect (linguistics) , mathematics education , comprehension , arabic , computer science , linguistics , word problem (mathematics education) , word (group theory) , english language , first language , psychology , philosophy , programming language
This paper presents a study of Emirati university students learning mathematics in a second language (English). The study focused on students' responses to mathematical word problems in different versions: simpler/more complex versions of the problem in English; an Arabic translation of the problem; and the addition of a picture to support the text of the problem. Our findings suggest that neither language simplification nor pictures significantly affect students' comprehension and performance on word problem assessments; the lexical and syntactic features of the word problems have little effect on their understanding and ability to answer the questions presented to them. In addition, evidence suggests that there is no first-language (Arabic) advantage when answering these assessments. These findings are in line with previous studies that found no evidence that simplifying the language of mathematics tests had a significant positive effect on student performance. Implications on the appropriate theoretical perspectives to use when studying the relationship of language and mathematics learning are discussed. In addition, practical recommendations are presented for instructors and professors in ‘globalist’ multilingual classrooms (Barwell, 2003).