Gap in Mathematical achievement of migrant students: is it “just” a question of language?

                                                 By

                            Million-Foure Karine

Summary

The article explores reasons for the difference in mathematical performance between migrant and native students. Students had issues in understanding the vocabulary used in mathematics despite the comprehensive orientation and cultural integration program given to them.

The writer carries out the research, using a sample of 177 students drawn from primary and high schools in 46 countries for the research. Million-foure uses computer-based tests as the instrument to assess their literary and mathematics levels. In addition,26 students participated in interviews and paper exercises as a follow-up to the research.

Million-foure gathers from the research that although language plays an important role in students' performance, there are other bias factors such as cultural differences and educational background. Cultural differences and educational background stem from demographical, sociocultural, and prior academic experience as well as physiological and school-institutionalization.

Million-foure concludes that it is important to get a personalized assessment of each individual, taking into consideration their unique needs, strengths and challenges which is essential to provide the necessary support for their academic success.

Stop 1

“Mathematics learners are required to possess competency both in everyday language and mathematics-specific language, but competency in the natural language does not necessarily contribute to competency in the mathematics-specific language” page 5

This quote resonates with me because it tells of my personal experience. I often use this as a testimony to encourage my students in my classroom teaching environment. Delta Steel Company (Nigeria) is an establishment where there was a need to learn the natural language to be able to communicate and fit into the system while growing up. This internalization did not guarantee my understanding of mathematics because I performed poorly in class. There was a shift in my mathematics perspective that turned around the moment I began to learn the principles, concepts, and symbols related to mathematics. There is a need to know the natural everyday language for communication and understanding but it is also vital to know the mathematics terminologies to be able to excel. Imagine a teacher giving students a task on word problems involving quadratic equations. For example,

“When 10 is subtracted from the square of a number, the result is three times the number. Find the solution”.

The students may be able to pick out words such as “subtracted”,” squared”,” result” and three times because of the usage and understanding of everyday language but may not be able to put them together in the mathematics context, let alone solve the equation using the methods necessary for solving quadratic equation (Factorization, completing the Square, graphical or formula methods used). These are all terms related to mathematics language.

What strategies have you found effective in bridging the gap between natural language and mathematics-specific language?

Step 2

“Lots of researchers underline the trauma refugee-background young people have faced because of their forced displacement and the repercussions on their schooling: that is the reason why according to Block, Cross, Riggs and Gibbs (2014), schools have to develop an approach focused on learning, social and emotional needs to provide an inclusive education”. Page 6

In uncertain and challenging times, we have witnessed a lot of crises in the world. My country Nigeria is no exception. The COVID-19 pandemic, Cholera, Lassa fever and Ebola disease outbreak have taken a deep toll on our society or is it the kidnap of students from their various schools like the Chibok girls they are still searching for since the last decade or the children involved in the bombing in schools, while the students were sleeping in their dormitories. The raping of young girls during by miscreants was a common phenomenon or is it a flood situation that displaces children from their place of abode. All these happenings no doubt affect these children's performances because they are not settled emotionally. The repercussions of these social vices are eating deep into the lives of these children. I remember deeply when the federal government had to relocate some students to nearby schools so they were not left out. To recapture the minds of the children, programs that could impact the lives of the students were inculcated into the school curriculum to douse these negative experiences they were going through. I remember one of the girls( Amina) who was brought to our school, she could not speak English let alone understand mathematics but she was taught other practical skills like knitting, which she could do very well. As educators, we have a social responsibility to counsel and remodel these young minds so they fit into society. This we can do by recognizing specific trauma that these refuges students have faced, creating a learning environment that is inclusive and supportive of all students not minding their background, developing personalized strategies to help these students overcome their unique challenges and success, providing programs that cater for the social and emotional wellbeing of the students. What can we do to create a more inclusive learning environment that can accommodate children with such experiences?

 

 

 

LANGUAGE, PARALINGUISTIC PHENOMENA AND (SAME OLD) MATHEMATICS REGISTER

                                                          BY

                                                     David Pimm

SUMMARY

 David Pimm (2021)argues that language data is central to mathematics research. His article looks into the complex link between spoken and written language in Mathematics and maintains that the recognition of the distinction between writing and speaking of language especially in mathematics is not given enough attention and currently under focused. The “Mathematics register” which is the language, symbols and conventions used to communicate mathematical ideas is not as universal as it is commonly believed but rather varies across different natural languages reflecting cultural and linguistic differences.

Pimm(2021) emphasizes that apart from the written and spoken languages captured in the mathematics register there are some non-verbal and vocal elements such as gestures, intonations(tone of voice) and facial expressions that convey meaning and emotions in mathematics and that these paralinguistic phenomena should be included in the mathematics register because they are vital for effective mathematical communication and maintains that they will help to create a link between written and spoken languages instead of the old symbolic and written language.

Pimm(2021) challenges the idea that mathematics is a universal language and that the inconsistency of the mathematics register arises from its cultural and linguistic variability. This variability can lead to misunderstanding and communication challenges.

In conclusion, Pimm uses the four midstream and practical experiences  used in the article; to challenge the idea behind the use of mathematics register, he was able to request for a critical analysis of the difference between spoken and written language by emphasizing the importance and inculcation of gestures, tones and facial expressions in the teaching and learning of mathematics .

 

Stop 1

“Mathematics is not a language, despite common place claims to the contrary, let alone a universal one.” Page 5

I resonate at this quote because have often heard people say that mathematics is a universal language. This so interesting because as language uses vocabulary and grammar so does mathematics uses formal system of symbols, structures and notations. However, unlike other natural languages like English ,Urhobo(Nigeria) etc.Matthematics lacks the cultural and emotional feeling that natural language carries and there is need to realize that there is a rich cultural diversity in how mathematical concepts are understood and communicated .I recall in one of the previous article I read on “VERBIFICATION OF MATHEMATICS “ by Lisa Lunney Borden(2011), the Mkwamq people understood mathematics better because it was verb-based but this may not be applicable in another country or community. It is also good to note that if we talk about the symbol for multiplication for example, while some countries are using “x “, some other countries are using “, “or “.  “ to represent the same concept. These differences can affect how mathematics is communicated and understood.

Question:    In what way do you think the assumption of universality of mathematics in mathematics affect students from diverse linguistic and cultural background in a class room environment?

 

Stop 2

“There are also other kinds of pedagogic gestures used in relation to a text written on the board (including diagrams) not least which can create non-linear text, connections and direct students attention” page 7

Explanation: Impacting  Mathematics has really gone beyond the passive means of teaching and even the lecture method. for the teacher to carry students along in the teaching and learning process  ,S/he has to include other forms of demonstration to enable the students comprehend. These paralinguistic Phenomena like (intonation, gestures and facial expressions) help students connect with different parts of the lesson. For example, a teacher might point on a diagram on the board while explaining a concept to help students see the connection between the picture and the math idea. These movement also help the students stay focused, more interactive and easier to follow showing that math is not just about symbols and numbers but about how we connect and communicate ideals. For example, In the article, the lecturer moved his hand vertically up and down, increasing in speed, while saying, “tak tak tak tak tak tak tak tak tak”, one sound per move (whether up or down), and the speed of speaking matched the speed of his hand moving. I also remembered when a Susan Gerofsky asked Nathan to make a particular sound in class, this made me always remember the linguistic class.

Question: Can you share  specific examples of how gestures has helped clarify mathematical concepts for your students ?

 

 

 

 

BETWEEN LANGUAGES AND DISCOURSES: LANGUAGE PRACTICES IN PRIMARY MULTILINGUAL MATHEMATICS CLASSROOMS IN SOUTH AFRICA .

                                                                BY 

                                  MAMOKGETHI SETATI and JILL ADLER

SUMMARY

The article examines the language practices of teachers in primary multilingual mathematics classrooms in South Africa, with a particular focus on code-switching, that is, the practice of moving between languages and ways of speaking during instruction. The authors draw on two research projects to describe and discuss these practices within the context of post-apartheid South African education, where code-switching is encouraged.

Setati and Adler explain that in post-apartheid South Africa, schools encourage using multiple languages in teaching. They discuss both the difficulties and benefits of teaching math in primary schools with this multilingual approach.

The authors explain that different types of English can make it challenging for primary math teachers to explain concepts. They mention two scenarios to support this point.

§  Code-Switching to Improve Comprehension: From the article, we can see that Teachers use different languages to help students understand math better. For example, the teacher (Ntombi) used a math problem in the students' main language (Tswana) so they get the basic idea. Then, the teacher switches to English to teach the specific math terms. This way, the students can link their main language with the language used in school.

§  Code-Switching Causing Confusion: Changing languages while teaching can cause confusion. From the article, it is also argued that often times switching languages without smooth transitions, students might struggle to keep up with the lesson and understand the math concepts.

Setati and Adler suggest that teachers need to be aware of the complexities of code-switching and develop strategies to use it effectively as a pedagogical tool. They argued that understanding the interplay between languages and discourses could enhance the teaching and learning of mathematics in multilingual classrooms. However, the authors concludes that while code-switching has the potential to be a powerful resource in multilingual mathematics classrooms, it requires careful consideration and skillful implementation to be effective.

 Stop 1

“In particular, oral proficiency in English in the absence of mother tongue instruction was negatively related to achievement in mathematics”. Page 245

I do not really agree that language is the only requirement for success in Mathematics, there are many factors that can negatively affect a student’s achievement in mathematics. Some are highlighted below:

§  Teaching Methods Used by the Teacher: Ineffective teaching methods and lack of adaptation to the linguistic needs of students can hinder their understanding of mathematical concepts.

§  Teacher's Expertise: Teachers with limited subject knowledge or inadequate training in multilingual instruction may struggle to effectively teach mathematics in a second language.

§  Students' Reading and Writing Skills: Students who struggle with reading and writing in English may find it difficult to comprehend and solve mathematical problems

§  Students' Comprehension Level: Difficulty in understanding instructions and mathematical texts in English can affect students' performance.

§  Access to Resources: Limited access to educational resources, such as textbooks and supplementary materials in both English and the students' native languages, can impact learning.

§  Parental Support: Lack of parental involvement and support in education can negatively affect students' motivation and achievement.

§  Classroom Environment: A non-supportive or disruptive classroom environment can impede students' focus and learning.

§  Peer Influence: Negative peer influence or lack of collaborative learning opportunities can hinder academic success.

§  Step - by - Step Guidance: Insufficient step-by-step guidance and scaffolding can leave students feeling overwhelmed and unable to grasp mathematical concepts.

What is your opinion about this?

     

 Stop 2

“To elaborate: most learners come into the school with informal ways of talking mathematics. The challenge that teachers face is to encourage movement in their learners from the predominantly informal spoken language to formal written mathematical language, and this includes both conceptual and calculational discourses”. Page 249

I stopped at this quote because it reminds me of my role as a mathematics teacher, there is need to help my students switch from informal language to the precise, formal language used in math class. This includes learning the right words(MATHEMATICS REGISTER) and methods to describe and solve math problems accurately. The challenge is to guide students in understanding and using this formal language effectively in both speaking and writing. For example, a student can describe a circle as a round object, like the bottom of a milk or milo container, as a teacher, it is my duty to describe it using the formal/technical terms like, circumference, radius, diameter, arc, chord etc.

What can educators do to effectively support the transition from informal spoken language to formal written mathematical language in a class setting.

 

TIM ROWLAND’S ARTICLE ON HEDGES IN MATHEMATICS TALK: LINGUISTIC POINTERS TO UNCERTAINTY

This article surveys the meaning of “hedges” in mathematical communications. Hedges are words or phrases which includes ‘about’, ’around’, ’maybe’, ’think’, ’approximately, that are used to describe uncertainty. The study reveals written record of discussion with children between the ages of 10 to 12 showing how hedges serve as linguistic tools that allow speakers to make statements without claiming absolute certainty. This emphasizes the importance of hedges in developing mathematical reasoning and communication skills, providing a theoretical framework to understand their function of conveying certainty. The writer gives two major categories of hedges, the first major category is the SHEILDS, this serve as a preface or introduction to the main preposition, providing context or clarifying intent but to altering the meaning of the preposition itself and there are two kinds of shields which are “plausibity Shield”(which take examples such as I think, maybe ,and probably) or “Attribution shield” (which may implicate some degree or quality of knowledge to a third party . The second major category of hedges are called the APPROXIMATORS, they are located inside the preposition itself and includes words like about and little bit. Approximators are in two parts. Rounders (which are common in qualitative measurements data, and uses words like about) and Adaptor (attaches vagueness to nouns and adjectives e.g. a little bit, somewhat), the categories of the hedges can be shown in the diagram below  In conclusion, the use of hedges in mathematics reflects an awareness of the complexities involved in problem-solving and supports a more significant understanding of mathematical concepts. As outlined in the article, the writer outlined hedges into functional categories where the interrogator uses attribution and adaptors in the teaching course while the children used the rounders and plausity shields as the use of hedges is evidently deployed by many children as a shield against been wrong.    Stop 1 “Extrinsic and intrinsic sanctions are associated with being wrong” page 328 Am particularly interested in this quote because it enlightens me of what happens in a classroom environment when a child fails a mathematics task. The quote tells me that there is external (imposed by others such as criticism, punishment, loss of reputation) and internal responses (like embarrassment, feeling of guilt, disappointment, or self-criticism) affecting how a child reacts to a mathematical mistake in class. As a teacher, it is my duty to manage and understand both types of sanctions in order to have a healthy and constructive approach to learning, when a child makes an error. I once heard a story of a student that was called an “olodo” meaning failure back home in Nigeria, her classmates laughed at her and when she was going home, she kept on thinking of what the teacher told her and the responses she got from her classmates, unknown to her there was a fast-moving vehicle in her direction which eventually hit her down because she was in deep thought but on the other hand this sanctions affects teachers as well. What strategies can you use to handle feelings of embarrassment or disappointments when you are wrong in class? Stop 2 “The world where precision is a virtue, and the other where it is a vice, and …to be at home with both of them “page 333 There is a known fact that a lot of students do not like mathematics and often times avoid it to the extent of flying out of the window when they sight their mathematics teacher from afar. This is because most of them see it as a difficult subject and must times students relent in making contributions in class. The interesting fact is that students should not just have a desire to participate and feel good in a mathematics class because probably the topic is familiar and when it is the other way round, they start feeling anxious, by creating an environment where precision is valued but mistakes are treated as learning opportunities, the teacher will help the students feel at home in both worlds. Question: How can we balance the need for precision in mathematics with the understanding that making mistakes is a valuable part of the learning process?