Dissertations / Theses: 'Mathematics language'

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Lambert, Allen. "Mathematics through Language." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82642.

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Ganesalingam, Mohan. "The language of mathematics." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608939.

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Owens, Beverly Karen. "The Language of Mathematics: Mathematical Terminology Simplified for Classroom Use." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2242.

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After recognizing the need for a simpler approach to the teaching of mathematical terminology, I concluded it would be valuable to make a unit of simplified terms and describe methods of teaching these terms. In this thesis I have compared the terminology found in the Virginia Standards of Learning objectives to the materials found at each grade level. The units developed are as follows: The Primary Persistence Unit- for grades K-2; The Elementary Expansion Unit- for grades 3-5; and The Middle School Mastery Unit- for grades 6-8.

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Bergen, Sarah. "Mathematics and Foreign Language: Authentic Texts in Mathematics." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492529675611436.

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Alleyn, Suzanne. "Learning the language of mathematics." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81477.

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In this thesis, I describe how interactive journal writing was used to improve the understanding of mathematics, and to foster communication with two groups of remedial grade ten students. Mathematics is a gatekeeper course in high school, and students who are not successful with this subject are at a distinct disadvantage, both in terms of their education and in their future careers. A persistent source of difficulty for these students is related to language; students often struggle both to understand what is being taught, and how to explain concepts or problem solutions in their own words. Interactive journal writing was initiated as a means of addressing this situation, and of meeting the objectives proposed by the Quebec Education Plan, which specifies three closely related competencies: (1) solve situational problems; (2) use mathematical reasoning; (3) and communicate by using mathematical language. There is ample proof in the research literature that communication plays an important role in supporting learners by helping them clarify, refine and consolidate their thinking.
This study demonstrates the importance of allowing and encouraging students to use writing as part of their learning processes. By writing about what they are being taught, students are forced to slow down, examine and reflect on the steps they use to solve problems. Sharing what they write promotes meaningful dialogue and personal engagement, essential ingredients of successful learning.

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Dale, May. "The acquisition of the Language of Mathematics." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52975.

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Why do so many learners fail to learn Mathematics, and experience severe anxiety and confusion in their Mathematics classes? It seems that the answer is that these learners have not cracked the code of Mathematics - in other words they have not mastered the Language of Mathematics. Many of these learners are capable, succeeding in other aspects of their education, but they experience the Language of Mathematics as if it was a foreign language, without meaning or relevance. However, not being able to understand nor communicate Mathematically is a major disadvantage for many learners, not only at school, but also in their future careers. The rationale of this qualitative research was to explore how learners, particularly in Grade 3, acquire the Language of Mathematics through facilitation. The primary research question was: How is the Language of Mathematics facilitated in Grade 3 classes? This research sought to integrate the facilitation process, the teacher s pedagogy and the learners acquisition of the Language of Mathematics. What is the Language of Mathematics? It was the premise of this research that Mathematics is indeed a language in which combinations of Mathematical symbols and Mathematical terminology are placed in a specific order to form Mathematical expressions (equivalent to sentences) that communicate meaning. In school, Mathematical symbols seem to be carefully defined and taught. The problem arises with English Mathematical terminology, particularly as so many South African learners use English as their second or third language. Many of the words used in this subject have totally different meanings in colloquial English, which can lead to confusion in the mind of the learner. Examples of this terminology are bigger , smaller , equal , multiply , field , greater , and lesser . The learner often has no conceptual framework within which to place Mathematical terms. The role of the teacher becomes pivotal in facilitating the acquisition of the correct meanings of both Mathematical symbols and terminology so that the learner acquires the Language of Mathematics.
Dissertation (MEd)--University of Pretoria, 2015.
Science, Mathematics and Technology Education
MEd

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Collins-Browning, Amanda Rashelle. "The Language of Mathematics: Virginia Standards of Learning Mathematical Pictionary for Grades K-3." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1874.

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My experience teaching in Virginia schools, pacing and aligning instruction to the Virginia Standards of Learning, caused me to recognize the need for a mathematics tool to simplify and transition K-3 mathematics vocabulary usage and instruction. The language of mathematics uses three linguistic tools: words, symbols, and diagrams. Within this thesis I developed an instructional tool, a "Mathematics Pictionary", to accommodate primary grades K-3 and transition mathematical language and vocabulary skills between the primary grades aligned to the instruction and guidelines of the Virginia Standards of Learning. The Pictionary may be used coherently with lesson plans, available from the Virginia Department of Education, for instructional use in teaching mathematical vocabulary usage throughout the primary grade levels, K-3.

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Pugalee, David K. "Plenary Address: Language and Mathematics, A Model for Mathematics in the 21st Century." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79258.

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Bold, Christine Elizabeth. "Making sense of mathematical language in a primary classroom." Thesis, n.p, 2001. http://oro.open.ac.uk/18838.

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Ngibe, Ntsikelelo Hector. "An investigation into second language Learners’ proficiency in Mathematical language." Thesis, Walter Sisulu University, 2014. http://hdl.handle.net/11260/845.

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The purpose of the study was to investigate second language learner‟s proficiency in mathematical language. The study was conducted using the Grade 12 learners in a senior secondary school in the district of Mthatha, Eastern Cape. The researcher used a case study approach and a questionnaire was used to investigate whether or not learners understood the language rather than to assess their mathematical ability. English was the language in question and used as the medium of instruction (MOI). In this study, aspects of the language used for mathematics are highlighted, the importance of mathematical vocabulary is discussed and reference is made to some recent research concerned with the understanding of mathematical language. The importance of language as a factor in the learning of mathematics is established through a consideration of bilingualism and the writer‟s own research into the understanding of mathematical language. Perhaps the most obvious educational difficulty which students encounter is that of language. Teachers and curriculum planners need to assess whether this is desirable, and to attempt to find ways in which learners in bilingual education programmes can learn mathematics in a meaningful way. Theories on the interaction between language and mathematical thinking, as well as the studies conducted with bilingual students can inform one‟s thinking about this issue. These ideas have important implications for teaching, texts and curriculum development. The study examined some of the above aspects in the context of South African Education.

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Runnalls, Cristina. "The secondary mathematics experiences of English language learners." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6266.

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In recent decades, the landscape of the U.S. classroom has been drastically changing. Schools at every level are enrolling increasingly higher numbers of culturally and linguistically diverse learners, many in the process of learning English. These students, frequently called English language learners (ELLs), present new and unique challenges to educators. Many of these challenges concern language and the many ways it affects the educational experience. One concern of great interest involves better understanding the ways language and academic content interact. Language is a pivotal component of the learning experience, and likely to affect students’ perceptions of the classroom environment and themselves, as well as interactions with teachers and peers. This concern remains critical to consider in secondary mathematics, where language demands are high, but teachers may not be trained to attend to both language and content in the mainstream classroom. The present research used data from the High School Longitudinal Study of 2009 to investigate the secondary mathematics experiences of ELL and non-ELL students in two studies conducted at distinct levels: student and teacher. At the student-level, hierarchical linear modeling was used to compare the effects of several student variables on both access to and achievement in mathematics, as well as how these effects differed between ELL and non-ELL students. Findings indicated that both mathematics self-efficacy and interest in early coursework were positively related to access to and achievement in mathematics, and these relationships were significantly stronger for ELL students. Conversely, positive perceptions of the learning environment and classroom engagement were often related to gains in outcomes for non-ELL students, but decreases for ELL students. This study highlighted several key factors of the secondary mathematics experience that behaved differently for ELL and non-ELL students. Implications of these findings are further discussed in Chapter 2. At the teacher-level, hierarchical linear modeling was used to compare the effects of teacher experience, classroom practices, and perceptions of departmental support on the access to and achievement in mathematics of their students, and how these effects differed between ELL and non-ELL students. Findings indicated that more conceptually-oriented teaching practices were beneficial to both students, with greater gains long-term for both ELL and non-ELL students. Procedurally-oriented teaching was beneficial to ELL students in nearly all cases, but detrimental to non-ELL students’ mathematics outcomes. The effects of perceptions of departmental support varied, with mixed effects for some (e.g. principal support) and detrimental effects for others (e.g. sense of responsibility). Implications of these findings are further discussed in Chapter 3. Finally, Chapter 4 discusses overarching themes across studies at both levels, summarizing the results with regards to student variables, teacher variables, and student-teacher-school relationships. Implications for administrators, teachers, and teacher educators are discussed.

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Wilkinson, Shaun. "Mathematics development in Spanish-speaking English language learners." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5878.

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Schools are required by law to identify and support English Language Learner (ELL) students. However, ELL students across grade levels consistently score well below their English-proficient peers in math. Because of this, it is imperative that the literature on effective instruction for these students remain current. Research that is available in this area has demonstrated positive relations between early ELL math performance and several demographic and school factors, including: socioeconomic status (SES), primary language proficiency, English proficiency, high-quality computer instruction, heterogeneous achievement grouping, bilingual instruction, use of cooperative learning activities, all-day kindergarten programs (as opposed to half-day), and school settings that have access to greater resources. However, this research is both limited and dated. The current study updated this literature using a recent large-scale dataset. The results indicated that a significant gap in math performance continues to exist between ELL and English- proficient students. This gap is present at kindergarten entry and persists through the spring of kindergarten. In addition, math performance at kindergarten entry was significantly accounted for by students’ Spanish proficiency and SES. Models predicting math growth over kindergarten from the instructional strategy of playing math-related games and a classroom emphasis on recognizing ordinal numbers were also significant. Contrary to previous research, the adequacy of instructional materials and student program type were not significant predictors of kindergarten math growth in this study. This research provides preliminary evidence of effective strategies for instructing ELL students, although several limitations to these findings are discussed, as are implications and future directions.

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Diaz, Raquel Munarriz. "The role of language in early childhood mathematics." FIU Digital Commons, 2008. http://digitalcommons.fiu.edu/etd/2805.

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Math literacy is imperative to succeed in society. Experience is key for acquiring math literacy. A preschooler’s world is full of mathematical experiences. Children are continually counting, sorting and comparing as they play. As children are engaged in these activities they are using language as a tool to express their mathematical thinking. If teachers are aware of these teachable moments and help children bridge their daily experiences to mathematical concepts, math literacy may be enhanced. This study described the interactions between teachers and preschoolers, determining the extent to which teachers scaffold children’s everyday language into expressions of mathematical concepts. Of primary concern were the teachers’ responsive interactions to children’s expressions of an implicit mathematical utterance made while engaged in block play. The parallel mixed methods research design consisted of two strands. Strand 1 of the study focused on preschoolers’ use of everyday language and the teachers’ responses after a child made a mathematical utterance. Twelve teachers and 60 students were observed and videotaped while engaged in block play. Each teacher worked with five children for 20 minutes, yielding 240 minutes of observation. Interaction analysis was used to deductively analyze the recorded observations and field notes. Using a priori codes for the five mathematical concepts, it was found children produced 2,831 mathematical utterances. Teachers ignored 60% of these utterances and responded to, but did not mediate 30% of them. Only 10% of the mathematical utterances were mediated to a mathematical concept. Strand 2 focused on the teacher’s view of the role of language in early childhood mathematics. The 12 teachers who had been observed as part of the first strand of the study were interviewed. Based on a thematic analysis of these interviews three themes emerged: (a) the importance of a child’s environment, (b) the importance of an education in society, and (c) the role of math in early childhood. Finally, based on a meta-inference of both strands, three themes emerged: (a) teacher conception of math, (b) teacher practice, and (c) teacher sensitivity. Implications based on the findings involve policy, curriculum, and professional development.

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Dijk, Wilhelmina Van, and Lori Jean Marks. "English Language Learners with Learning Disabilities and the Language in Mathematics: Inclusive Instruction to Support the Acquisition of Both Languages." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3533.

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Sepeng, Johannes Percy. "Grade 9 second-language learners in township schools : issues of language and mathematics when solving word problems." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1455.

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Second language (English) learning of mathematics is common in South African mathematics classrooms, including those in the Eastern Cape Province of South Africa where isiXhosa speakers are taught in the language that is not spoken at home by both teachers and learners. The purpose of this research was to investigate issues of language, both home (isiXhosa) and the language of learning and teaching (LoLT), i.e. English, when 9th grade second language learners engage in problem-solving and sense-making of wor(l)d problems in multilingual mathematics classrooms. In addition, the aim of the study was to explore whether the introduction of discussion and argumentation techniques in these classrooms can ameliorate these issues. The study used a pre-test – intervention – post-test mixed method design utilising both quantitative and qualitative data. The data collection strategies for the purpose of this study included interviews (learners [n=24] and teachers [n=4]), classroom observations, and tests (experimental [n=107] and comparison [69]) in four experimental and two comparison schools in townships of Port Elizabeth. This study is framed by socio-cultural perspective which proposes that collective and individual processes are directly related and that students‘ unrealistic responses to real world problems reflect the students‘ socio-cultural relationship to school mathematics and their willingness to employ the approaches emphasised in school. Analysis of the data generated from pre- and post-tests, interviews and classroom observation schedule suggest that the interventional strategy significantly improved the experimental learners‘ problem-solving skills and sense-making abilities in both English and isiXhosa (but more significantly in English). The statistical results illustrate that the experimental group performed statistical significantly (p < .0005) better in the English posttest compared to comparison group. The data also suggests that the interventional strategy in this study (discussion and argumentation techniques) positively influenced the participating learners‘ word problem-solving abilities. The experimental group appeared to show a tendency to consider reality marginally better than the comparison group after the intervention. In particular, learners seemed to make realistic considerations better in the isiXhosa translation post-test compared to the English post-test. A large practical significant (d = 0.86) difference between the experimental group and the comparison group was also noted in the isiXhosa translation compared to a moderate practical significance (d = 0.57) noted in the English tests after the intervention. As such, the results of the study suggest that the introduction of discussion and argumentation techniques in the teaching and learning of mathematics word problems had a positive effect on learners‘ ability to consider reality during word problem-solving in both languages. Analysis of learners‘ interviews suggests that, although English is the preferred LoLT, they would prefer dual-use/parallel-use of English and isiXhosa for teaching and learning mathematics. There was also evidence of the benefits of code-switching throughout most of the lessons observed, coupled with instances of peer translation, and/or re-voicing. Overall results in this study illustrate that number skills displayed and mathematical errors made by learners seem to be directly related to language use in the classroom.

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Lee, Clare. "The role of language in the learning of mathematics." Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404793.

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Cheung, Chi-kit Fritz, and 張志傑. "Thinking styles and achievement in mathematics and language learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962841.

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Cheung, Chi-kit Fritz. "Thinking styles and achievement in mathematics and language learning." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25207325.

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Wallace, Michelle L. Ellerton Nerida F. "Characterization of high school mathematics and physics language genres." Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3127139.

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Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewed Jan. 21, 2005. Dissertation Committee: Nerida F. Ellerton (chair), Sherry L. Meier, Sharon Soucy McCrone, Tami S. Martin. Includes bibliographical references (leaves 153-163) and abstract. Also available in print.

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Poon, Wing-pong. "Job satisfaction among graduate teachers of Chinese Language, English Language and mathematics in aided secondary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17602075.

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Watson, Matthew James. "Anti-realist semantics for mathematical and natural language /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Taha, Mohamed A. M. S. "Regulated rewriting in formal language theory." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/910.

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Moench, Megan Elaine. "Modeling literacy strategies for English language learners in mathematics class." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1939263631&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Bertoch, Kailie Ann. "Language Use in Mathematics Textbooks Written in English and Spanish." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4347.

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Research has suggested that although mathematics is a universal language, the notation, algorithms, and language in which it is taught varies from country to country. The literature has addressed the challenges associated with understanding the language of mathematics in English. Variable is a topic of mathematics where the literature has documented students' difficulty understanding the language of mathematics. Part of that difficulty is attributed to the fact that mathematics and English each have their own register and at times the differences in these registers conflict. This study examined the introduction and use of variable in the middle school textbooks of three English speaking countries and three Spanish speaking countries. The results of this study are that textbooks rarely make any attempt to use bridging language, and do not explain to students how they are using variable when they use it. The results of this study also show that the language used to talk about variable is similar English (Spanish) speaking countries.

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Terrell, Karen L. "Academic Language and Mathematics: A Study of the Effects of a Content and Language-Integration Intervention on the Preparation of Secondary Mathematics Pre-Service Teachers." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2607.

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Thesis advisor: Lillie R. Albert
Researchers have found that as students progress through school, the importance of language grows due to the content specificity that emerges, especially in the secondary grades, and due to the preparation of these students to enter adulthood once their schooling is completed. Even as students' instruction in various content areas becomes more in-depth and specialized, so does the terminology employed in the content. It is because of this specificity and union of language and learning that English-language learners' (ELLs') ability to comprehend and produce content-area academic language is crucial to their success. When questioning the quality of instruction ELLs are receiving in mathematics, the attention logically shifts to the pedagogical abilities of their teachers. However, historically, mathematics teachers have lacked language-acquisition knowledge and strategies necessary to adequately address the needs of linguistically diverse learners. In order to authentically promote and pursue quality mathematics education for all students, teachers of mathematics must be trained in recognizing the language demands of mathematics and in applying or developing strategies to address the nuances of the language in this subject area. The research in this study contributes to this work. This dissertation documents the effects of an intervention, woven into a secondary mathematics methods course and designed to prepare mathematics teachers to support ELLs' content and language learning. The study was based on the assumption that mathematics is much more than computations, and thus, requires a shift in the how the role of the mathematics teacher is viewed. Both qualitative and quantitative empirical evidence regarding the intervention's influence on the participants' attitudes and preparedness to teach the academic language of mathematics were generated. Twenty-nine students over the course of two years took part in this research. Five students from the second year were selected for an in-depth case study based on their range of experiences with learning other languages, interactions with linguistically diverse youth, and practicum placements for the subsequent spring semester. The larger group of preservice teachers was surveyed at the beginning and end of their enrollment in the course, and their course assignments were collected. In addition, case-study participants were interviewed at the start and completion of the semester, and their practicum-office submissions were examined. A framework to encourage pupils' acquisition of mathematical academic language is proposed. Essential outcomes indicate that the intervention not only affected the participants' beliefs and attitudes towards their own preparedness for teaching ELLs in mainstream mathematics classes, but also it imparted concrete strategies for the modification of teaching and learning experiences in the preservice teachers' future practices. The results of this study correlate to existing literature regarding linguistically responsive pedagogy and extend this theory by integrating language-acquisition strategies throughout a content-methods course for the middle- and high-school levels
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Poon, Wing-pong, and 潘永邦. "Job satisfaction among graduate teachers of Chinese Language, English Language and mathematics in aided secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958953.

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Kailikole, Kathryn Leimomi. "Meaning making in a college mathematics lecture format the intersection of mathematics, language, and cultural meaning systems /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3359509.

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Thesis (Ed. D.)--University of California, San Diego, 2009.
Title from first page of PDF file (viewed July 7, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 185-190).

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Kaphesi, Elias S. "The use of language in mathematics teaching in primary schools in Malawi : bringing language to the surface as an explicit feature in the teaching of mathematics." Thesis, University of Nottingham, 2002. http://eprints.nottingham.ac.uk/14002/.

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The aim of this study was to explore how teachers use language in Chichewa medium and English medium mathematics teaching in standards 3 and 4 of selected primary schools in Zomba, Malawi. Chichewa is a local and national language whereas English is a foreign language yet the official language in Malawi. Chichewa is a language of instruction in standards 1to 4 whereas English is used from standard 5. Both Chichewa and English are subjects of study from standard 1. Issues investigated included: teacher understanding of the use of Chichewa or English in mathematics teaching; teachers' knowledge and use of mathematics vocabulary in Chichewa and in English; and teacher use of language in mathematics lessons. In this thesis, I develop a sociolinguistic approach to a study of teachers' perceptions and uses of language in mathematics teaching. I demonstrate how we can represent these perceptual structures using sociolinguistic tools and principles, which I use to study how 40 mathematics teachers linguistically organise and structure their teaching of mathematics. I adopt the position that teaching is fundamentally a language activity based on classroom communication activities which are fundamentally sociolinguistic in character, that sociolinguistic structures are dynamic and rational, yet exhibit a level of stability which results in diverse teacher dispositions gelling into conflicting tensions. I develop a theoretical base and iteratively explore this, evolving a description of how we might model what I call the sociolinguistic orientation of mathematics teachers. I construct theoretical, conceptual and methodological frameworks to enable me to study some of the underlying relationships among the tensions, teacher predispositions and the sociolinguistic environment in the classroom. I draw on a constructivist approach to mathematics education founded in Piagetian and Vygotskian theories and in particular draw on the concepts of coping strategies (Edwards and Furlong, 1987) to deal with the dynamics of classroom communications (Hills, 1969) which result in tensions in the use of language in mathematics teaching Pimm, 1987; Adler, 2001}. I begin by educationally, professionally and linguistically locating myself before moving on to looking at how we can understand communication in the mathematics classroom, the role of language in mathematics education with emphasis on bilingual mathematics education. I examine theories for understanding the interplay and interrelationship among teaching, communication, language use, and mathematics and bilingual classroom. Thereafter I look at the sociolinguistic roots of mathematics education in the Malawi Education System, identifying those areas where the current language policy in education does not consider the role of language in mathematics education. I draw heavily on sequential focus group discussion, interviews, tests and classroom observations and construct a perceptual model for the sociolinguistic orientation of 40 mathematics teachers towards use of Chichewa or English, and explore how these perceptions relate to the actual use of language in bilingual mathematics classrooms. To increase the validity of the data and findings, I used methodological and data triangulation. The findings of the study suggest that the sociolinguistic orientation of mathematics teachers relates to the linguistic nature of mathematics (the desire to teach the technical language as opposed to the ordinary language that pupils will easily understand), mystifying language policy in education (the inconsistency of language policy), dynamic classroom discourse (the multi-functions of language in the classroom) and inconsistent source of language for use in mathematics teaching (different competencies in language for teaching and learning among teachers, pupils and instructional materials). In addition, I illustrate how the teacher sociolinguistic orientation depends on whether the language of instruction is L1 or L2 which rest ideologically on code switching between Chichewa and English as well as marked difference in the patterns of language use between Chichewa and English medium mathematics lessons. The findings of the study can increase our understanding of the dynamics of mathematics classroom discourse by not only identifying more tensions in the use of language hut also the sources of these tensions. These might pave the way to find remedies to reduce the linguistic tensions in mathematics education. These findings imply that teachers need to be trained and supported in the use of language if they are to improve the teaching of mathematics. It is recommended that a programme he developed to train and orient teachers in the use of language in mathematics teaching, and to produce appropriate instructional materials that would assist teachers and pupils to use language effectively in mathematics.

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Khalo, Xolani. "Analysis of grade 10 mathematical literacy students’ errors in financial mathematics." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1369.

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The main aim of the study was (1) to identify errors committed by learners in financial mathematics and (2) to understand why learners continue to make such errors so that mechanisms to avoid such errors could be devised. The following has been hypothesised; (1) errors committed by learners are not impact upon by language difficulties, (2) errors committed by learners in financial mathematics are not due to prerequisite skills, facts and concepts, (3) errors committed by learners in financial mathematics are not due to the application of irrelevant rules and strategies. Having used Polya’s problem-solving techniques, Threshold Concept and Newman’s Error Analysis as the theoretical frameworks for the study, a four-point Likert scale and three content-based structured-interview questionnaires were developed to address the research questions. The study was conducted by means of a case study guided by the positivists’ paradigm where the research sample comprised of 105 Grade-10 Mathematics Literacy learners as respondents. Four sets of structured-interview questionnaires were used for collecting data, aimed at addressing the main objective of the study. In order to test the reliability and consistency of the questionnaires for this study, Cronbach’s Alpha was calculated for standardised items (α = 0.705). Content analysis and correlation analysis were employed to analyse the data. The three hypotheses of this study were tested using the ANOVA test and hence revealed that, (1) errors committed by learners in financial mathematics are not due to language difficulties, as all the variables illustrated a statistical non-significance (2) errors committed by learners in financial mathematics are not due to prerequisite skills, facts and concepts, as the majority of the variables showed non-significance and (3) errors committed by learners in financial mathematics were due to the application of irrelevant rules and strategies, as 66.7% of the variables illustrated a statistical significance to the related research question.

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Chang, Alicia. "Language, culture and number differences in Mandarin Chinese and English numeric language input /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1580830101&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Tee, Andrew. "Chinese whispers : an investigation into the language of the mathematics classroom." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365091.

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Jones, Kevin. "The special oral language needs of low-attaining children in mathematics." Thesis, University of East Anglia, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303519.

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Franklin, Martha A. "Kindergarten Teachers' Perceptions of Barriers English Language Learners Face in Mathematics." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1047.

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There is a disparity of mathematics achievement between native English speakers and English language learners (ELL). This study sought to understand the barriers ELL kindergarten students faced in being successful in mathematics. The purpose of this qualitative, instrumental case study was to explore kindergarten teachers' perceptions regarding English language learner's access to the mathematics curriculum and instruction. The conceptual foundation for this study drew from social development theory, which contends social interaction using language is necessary for cognitive development such as learning mathematics concepts. Individual interviews of 8 kindergarten teachers were conducted to understand kindergarten teachers' perceptions of the barriers ELLs face in accessing the math curriculum. The interviews were recorded, transcribed, and categorized using typological analysis. Answers to the interview questions were segregated into the categories of professional development, needs of students, and base mathematics program materials. The central finding was that the base program was perceived as a barrier for ELLs. Evaluation of the existing mathematics curriculum for effectiveness is recommended. This study may contribute to social change by increasing educator and stakeholder awareness of the barriers ELLs face in accessing the mathematics curriculum. This study also provides guidance to policymakers and educators information to develop culturally competent mathematics instruction, thereby assisting ELL students in overcoming barriers to learning mathematics.

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Smith, Oneil St Orbine. "The Influence of Language on the Teaching and Learning of Mathematics." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4682.

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A majority of students at the local University College of Science and Education (UCSE, pseudonym) in Jamaica do not have the conceptual understanding of mathematical principles to function in a competitive and highly globalized marketplace. In 2013 and 2014, 88% and 92% of freshmen education students scored at the lowest 2 levels on the Mathematics Diagnostic Test (MDT). The instructional language at UCSE is Standard English (SE) whereas most students speak Jamaican dialect (JD). The purpose of this study was to determine the effect that the language of instruction has on student achievement in math as measured by the MDT. Guided by Vygotsky's social development theory, the research questions focused on comparing MDT change scores between students who were taught using JD and those using SE as the instructional language. The quasi-experimental design used ex post facto data including pretest and posttest MDT scores from 40 freshmen of whom 20 were instructed in JD and 20 in SE. The results of an independent sample t test showed that the difference in the MDT change score was significant. The JD students had a higher improvement score. Consequently, it is recommended that math instructors use JD to instruct freshmen education students whose native language is JD. A professional development session for math teachers was created that demonstrates how to teach in JD while simultaneously scaffolding the instruction in a way that students can learn SE and be prepared for the following year at UCSE. If students understand the math concepts in their freshman year, they are more likely to continue their college education and to become productive members of Jamaica's economy which is dependent on employees that are proficient in math.

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Midhat, Avin. "The teachers' mathematics instruction for second language learners in elementary school." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28340.

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Syftet med denna masteruppsats är att närmare undersöka på vilka sätt lärare i grundskolan arbetar med andraspråkselever i matematik och deras språkförståelse samt vilka undervisningsformer de anser kan främja andraspråkselevers lärande. Syftet är också att undersöka vilken syn matematiklärare har på den sjunkande kunskapsnivån i matematik i grundskolan. Metodmässigt samlades data in genom intervjuer för att undersöka fyra matematiklärares uppfattningar och tillvägagångssätt, dels kvalitativa observationer genom att observera de intervjuade lärarnas matematikundervisning. Resultatet visar ur ett sociokulturellt perspektiv att lärarna är medvetna om att språket är lika viktigt som matematiken då eleverna i matematikundervisningen får möjlighet att samarbete, förklara, omformulera, argumentera, presentera och tänka om olika lösningar. Språkliga och fysiska redskap är ofta beroende av varandra, man behöver kunskap om siffror eller de olika enheter och detta pekar på att samtliga elever får möjlighet att utveckla nya kunskaper och kompetenser tillsammans med andra, eftersom de måste förklara, omformulera, argumentera, presentera och tänka om sina matematiska problem. Under observationerna iakttog jag utifrån Cummins modell för deras matematikundervisning ur ett konstruktivism perspektiv och resultatet visade att lärarnas verkliga undervisning inte alltid stämde med deras uttalade uppfattningar. Det finns ytterligare faktorer som spelar roll i matematikundervisningen för att främja andraspråkelevers lärande, såsom elevernas delaktighet i diskussioner, intresse, pröva laborativa moment och få stöd av modersmålslärarna. Målet för andraspråkselever är anpassning. Anpassning sker genom att elever tar in och bearbetar intryck från omgivningen i klassen. Det innebär att nya erfarenheter läggs till de tidigare utan att några ”scheman” behöver ändras. De läromedel som skolan har är i grunden bra för elever som har lätt för matematik, men inte för de svaga. De innehåller avancerade övningar med svåra texter för att utmana de som kan mer, men är för svåra för eleverna i praktiken. Lärarna arbetar med de olika textuppgifterna på tavlan och försöker förklara dem på ett enkelt språk genom att bara skala av det som är onödigt, utan att ta bort det matematiska innehållet.
The purpose of this master thesis is to further explore ways in which teachers in primary schools are working with second language learners in mathematics and their understanding of language and the teaching methods they consider may promote these students' learning. The aim is also to examine the outlook mathematics teachers at the declining level of knowledge in mathematics in elementary school. In terms of methodology, data were gathered through interviews to investigate four mathematics teachers' perceptions and approaches, and qualitative observations by observing the interviewed teachers teaching mathematics.The result shows from a socio-cultural perspective that teachers are aware that language is just as important as mathematics where students in mathematics education have the opportunity to cooperation, explain, reformulate, argue, present and think about different solutions. Linguistic and physical tools are often interdependent, one needs knowledge of numbers or the various units and this indicates that all students have the opportunity to develop new knowledge and skills with others, because they have to explain, reformulate, argue, present and thinking on their math problems. During the observations I watched the basis of Cummins model for their teaching of mathematics from a constructivist perspective and the results showed that the teachers' actual teaching does not always line with their stated beliefs. There are additional factors that play a role in mathematics education to promote these students' learning, such as student participation in discussions, interest, test laboratory experiments and supported by native teachers. The goal of second language learners are customizable. Customization is accomplished by students taking and process impressions from the environment in class. This means that new experiences are added to the previously without any "schemas" needs to be changed. The teaching material that school is basically good for students who have easy math, but not for the weak. They contain advanced exercises with difficult texts to challenge those who can do more, but are too difficult for the students in practice. Teachers work with the various text information on the board and try to explain them in simple language by just scale of that which is unnecessary, without removing the mathematical content.

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Kerio, Roula. "Matematik kommunikation utifrån lärarnas uppfattningar : En kvalitativ studie som bygger på sex matematiklärares uppfattningar av kommunikations betydelse för elevernas lärande i matematikämnet." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-5708.

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The purpose of this thesis was to examine teachers’ perception of communication in the Mathematics lesson. I wanted to find out how teachers look at communication as a didactic manner and how they view their role in encouraging communication and discussion during the Mathematics lesson and what communication can contribute to students’ learning in Mathematics, according to their beliefs. I have chosen a qualitative approach; I have interviewed six Mathematics teachers working in three different schools. I assume Vygotsky’s theories of language and learning, Piaget’s theory of accommodation and assimilation and Löwings- and Kilborn’s description of various types of language and communication in the Mathematics lesson. I have found that a common understanding of the six teachers is that communication between teachers and students as an important factor when the teacher explains new stuff or discusses students’ misunderstanding of a mathematic problem. Communication between students was less important for the teachers. Teachers’ role in creating space for communication was limited, experienced the teachers. They feel that many obstacles that prevent communication during the Mathematics lesson, for example, the traditional approach of teaching Mathematics in schools and the lack of mathematical language of the students.

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Botes, H., and A. Mji. "Language diversity in the mathematics classroom: does a learner companion make a difference?" South African Journal of Education, 2010. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001168.

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Language and education are interrelated because all teaching is given through the medium of language. Language is considered to be both a precondition for thought and a bearer of thought and therefore influences the extent to which a child’s intelligence is actualised. In the South African context linguistic diversity is a complex issue. It has increasingly become the task and responsibility of educators to develop strategies in an attempt to facilitate quality education for their learners. In this study, the researchers developed an ‘aid’ that would assist learners to relate mathematics terms and concepts in English with terms in their own languages. The study determined whether a visual multilingual learner companion brought change in learners’ performance in mathematics. Also what the educators’ views were about this. A combination of a quasiexperimental study and an interview schedule was conducted. The quasiexperimental study was conducted among learners while the interview schedule was with their educators. The sample comprised 2,348 learners in Grade 4, Grade 5 and Grade 6 from 20 schools as well as 20 educators from the treatment schools. The results indicated that the mathematics marks of the treatment group improved. Also, the educators were complimentary about the learner companion and indicated that they would utilise this going forward in their teaching. It is recommended that the multilingual visual explanatory mathematics learner companion be used and investigated on a larger scale to corroborate the efficacy reported here.

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Stringer, Alex P. "Language and mathematics, the relation between English-French bilingualism and simple arithmetic." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ52371.pdf.

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Monaghan, Francis. "Language and mathematics : the analysis of written text in the secondary classroom." Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389778.

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Fasi, 'Uhila-moe-Langi. "Bilingualism and learning mathematics in English as a second language in Tonga." Thesis, University of Reading, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298727.

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Stringer, Alex P. (Alexander Paul) Carleton University Dissertation Psychology. "Language and mathematics; the relation between English-French bilingualism and simple arithmetic." Ottawa, 2000.

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Whale, Susan Gaye. "Using language as a resource: strategies to teach mathematics in multilingual classes." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/1669.

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South Africa is a complex multilingual country. In the majority of schools in the Eastern Cape, a province in South Africa, the teachers and learners share the same home language, isiXhosa, but teach and learn mathematics in English. The purpose of this study was to encourage teachers to use the home language as a resource to teach mathematics in multilingual classes. The study follows a mixed method design, using both qualitative and quantitative data. Qualitative data were collected from a survey and poetry, which teachers crafted, in which they highlighted their perceptions about language in their lives. They also reflected on their practices and submitted pieces of contemplative writing. Quantitative data were collected from participating teachers who administered a pre-test to their learners as well as a post- test approximately nine months later after conducting an intervention. The results showed that where strategies, such as the implementation of exploratory talk and code switching which used language as a resource, had been introduced mathematical reasoning improved and classroom climate became more positive. The learners’ lack of confidence in being able to express their reasoning in English was prevalent throughout the reflective writing. By enabling learners to use isiXhosa in discussions the teachers felt that the learners gained in both confidence and mathematical understanding. This study has demonstrated that using the learners’ and teachers’ home language unlocks doors to communication and spotlights mathematical reasoning, but there is still an urgency to encourage learners to become fluent in Mathematical English. It is important to note that a positive classroom climate is essential for learners to build confidence and to encourage them to attempt to formulate sentences in English - to start on the journey from informal to formal usage of language as advocated by Setati and Adler (2001:250). My main conclusion is that an intervention that develops exploratory talk by using language as a resource can improve learners’ mathematical reasoning. I wish to emphasise that I am not advocating teaching mathematics in isiXhosa only, but the research has shown the advantages of using the home language as a resource together with English in Eastern Cape multilingual mathematics classes. Learners need to be able to express themselves in English, written and spoken, in order to achieve mathematically. This study therefore shows that teachers can gauge their learners’ improvement in mathematical reasoning after an intervention that develops exploratory talk in class by using the home language as a resource.

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Breton, Daniel. "Teaching Mathematics in English to Swedish Speaking Students : A systematic review of strategies for teaching mathematics to second language learners." Thesis, Högskolan Dalarna, Matematik/tillämpad matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21206.

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The Swedish government has authorised the teaching of mathematics in English to Swedish speaking students. Much of that teaching is performed by foreign trained native English speaking teachers lacking training in second language learners. This systematic review summarises international studies from the last ten years that deal with the teaching of mathematics to second language learners. The review shows that second language students working in a bilingual environment achieve higher rates of content and language knowledge than learners in a monolingual environment. This study also summarises some of the teacher practices that are effective for teaching mathematics in English to second language learners.

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Petcharawises, Thavisakdi. "Programming language as a tool for software design." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1985. http://digitalcommons.auctr.edu/dissertations/2471.

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Valiron, Benoit. "A functional programming language for quantum computation with classical control." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/26790.

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The objective of this thesis is to develop a functional programming language for quantum computers based on the QRAM model, following the work of P. Selinger (2004) on quantum flow-charts. We construct a lambda-calculus without side-effects to deal with quantum bits. We equip this calculus with a probabilistic call-by-value operational semantics. Since quantum information cannot be duplicated due to the no-cloning property, we need a resource-sensitive type system. We develop it based on affine intuitionistic linear logic. Unlike the quantum lambda-calculus proposed by Van Tonder (2003, 2004), the resulting lambda-calculus has only one lambda-abstraction, linear and non-linear abstractions being encoded in the type system. We also integrate classical and quantum data types within our language. The main results of this work are the subject-reduction of the language and the construction of a type inference algorithm.

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Lim, Brian S. "Factors associated with Korean American students' mathematics achievement /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7572.

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Marknäs, Sara, and Nadia Amjadi. "Språkutveckling i matematiken." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40434.

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This paper is an overview of current research on teaching mathematics. The question to answer through studying research on the matter is how are language development strategies used in mathematical learning? The subsequent questions that we posed were why is it important with language development to learn math, how do students learn the language in mathematics, how does the use of language affect the possibility to learn mathematic and finally how are multilingual students’ possibilities to learn mathematics affected? The method used is reading and discussing various sources of research in the field, using a few key words and refining the search as sources are used to find new keywords. Through the research we have been able to answer the posed questions. Our main question is impossible to answer in one sentence, but what can be said is that there are language development strategies that play a role in mathematics learning and that they may vary from school to school, or even teacher to teacher. It is clear, however, that language development and using the language in education is crucial for learning new concepts and to communicate ideas, solutions and understanding in mathematics. In order for this development to take place it is necessary to actively use and practise using the language during mathematics learning. The teacher plays an important role to communicate this precise language and to encourage its students to practise to use it in order to communicate effectively.

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Tobias, Keith S. "The effect of foreign language study in Tennessee middle schools on mathematics achievement." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572918.

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This quantitative method, quasi-experimental design study examined the possible effect of foreign language study in Tennessee middle schools on mathematics achievement. The population was 1,708 historical student test scores of a single cohort spanning 6^th through 8^th Grades from the same schools within a large urban public school district. NCLB demographics included race, gender, socio-economic status, and ELL status. The quasi-experimental design followed methods described by Shadish, Cook, & Campbell, including independent control and treatment groups, pre-test/post-test, stratification, and matching. The instrument was the mathematics portion of the revised (2008-2009) Tennessee Comprehensive Assessment Program (TCAP) standardized tests. The TCAP was revised with increased critical thinking skills according to the Webb taxonomy and normalized to national standards. The study indicated that the foreign language treatment group performed significantly better than the control group, t_2–samp (∞) = 4.87, a < .05, on their 8^th Grade TCAP mathematics test. The problem was that foreign language programs had been reduced or eliminated under NCLB-related academic and financial pressures. Political and educational leadership lacked evidence linking foreign language study to mathematics achievement in middle schools. This study was situated within an intuitionist mathematics philosophy, brain-based research, and social cognitive learning theory. Implications included an age-appropriate curriculum development model, curricular integration, support for foreign language study in middle schools, and the possible detrimental effects of cancelling foreign language programs.

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Barbu, Otilia C. "Mathematics Word Problems Solving by English Language Learners and Web Based Tutoring System." Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193243.

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The goal of the study was to investigate the impact of English text difficulty on English learners' math word problem solving. Booklets containing eight word problems and 5 point Likert-type rating scale items were given to 41 students. The students were asked to solve 8 math word problems written in English, and varying in grade level readability (vocabulary and grammatical complexity) as well as in the math operation (e.g., arithmetic, simple algebra). The researcher provided the students with hints as needed to ensure that students found the correct solution. The results showed that both English difficulty and Math level difficulty contributed to the students' poor achievements. Based on the results, some suggestions for improvements to an existing Web based math instructional software aimed at helping ELL students (called Animal Watch) have been made.

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Petkova, Mariana M. "Classroom discourse and Teacher talk influences on English language learner students' mathematics experiences." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002912.

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Dissertations / Theses on the topic 'Mathematics language'

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