Teachers’ Perspectives on Addressing Linguistic Factors Affecting Visualisation of Mathematics Word Problems

Matshidiso Mirriam Moleko

doi:10.29333/ejmste/11248

Full Text (PDF)

Matshidiso Mirriam Moleko ¹ ^*

More Detail

¹ University of the Free State, SOUTH AFRICA
^* Corresponding Author

Abstract

Visualisation plays a critical role in the teaching and learning of mathematics word problems. It is an essential tool for enabling learners to create meaningful mental pictures necessary for solving mathematical problems. Appropriate visualisation requires good reading skills, English proficiency and an understanding of mathematical vocabulary, language and structure. Although visualisation plays such a critical role, teachers often do not pay attention to linguistic factors when teaching mathematics word problems, thus making it difficult for learners to visualise and solve mathematics word problems. This background positions the study to explore teachers’ perspectives on the linguistic factors that affect the visualisation of mathematics word problems and to identify appropriate solutions to these. Using a single-case exploratory study, the perspectives of six mathematics teachers were elicited through focus group discussions and reflection sessions. The data collected were analysed through thematic analysis techniques. The findings indicate strategies to address the lack of reading skills, including understanding mathematical language and the structure and ambiguities of mathematics word problems.

Keywords

critical emancipatory research
linguistic factors
mathematics word problems
visualisation

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/11248

EURASIA J Math Sci Tech Ed, 2021 - Volume 17 Issue 11, Article No: em2029

Publication date: 05 Oct 2021

Article Views: 108

Article Downloads: 79

Open Access References How to cite this article

References

Ahmad, A., Tarmizi, R. A., & Nawawi, M. (2010). Visual representations in mathematical word problem solving among form four students in Malacca. Procedia – Social and Behavioral Sciences, 8, 356-361. https://doi.org/10.1016/j.sbspro.2010.12.050
Algozzine, B., & Douville, P. (2004). Use mental imagery across the curriculum. Preventing School Failure: Alternative Education for Children and Youth, 49(1), 36-39. https://doi.org/10.3200/PSFL.49.1.36
Aspers, P., & Corte, U. (2019). What is qualitative in qualitative research. Qualitative Sociology, 42(2), 139-160. https://doi.org/10.1007/s11133-019-9413-7
Bakar, K. A. (2017). Young children’s representations of addition in problem solving. Creative Education, 8(14), 22-32. https://doi.org/10.4236/ce.2017.814153
Boonen, A. J., Reed, H. C., Schoonenboom, J., & Jolles, J. (2016). It’s not a math lesson--We’re learning to draw! Teachers’ use of visual representations in instructing word problem solving in sixth grade of elementary school. Frontline Learning Research, 4(5), 55-82. https://doi.org/10.14786/flr.v4i5.245
Boulton-Lewis, G. M. (1998). Children’s strategy use and interpretations of mathematical representations. The Journal of Mathematical Behavior, 17(2), 219-237. https://doi.org/10.1016/S0364-0213(99)80060-3
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589-597. https://doi.org/10.1080/2159676X.2019.1628806
Carden, J., & Cline, T. (2015). Problem solving in mathematics: The significance of visualisation and related working memory. Educational Psychology in Practice, 31(3), 235-246. https://doi.org/10.1080/02667363.2015.1051660
Cease-Cook, J. J. (2013). The effects of concrete-representational-abstract sequence of instruction on solving equations using inverse operations with high school students with mild intellectual disability (Doctoral dissertation). University of North Carolina at Charlotte.
Charles, R. (2011). Solving word problems: Developing quantitative reasoning. New York, NY: Pearson.
Creswell, J. W. (2009). Mapping the field of mixed methods research. https://doi.org/10.1177/1558689808330883
De Koning, B. B., & Van der Schoot, M. (2013). Becoming part of the story! Refueling the interest in visualization strategies for reading comprehension. Educational Psychology Review, 25(2), 261-287. https://doi.org/10.1007/s10648-013-9222-6
Demirsoy, E. (2020). Challenges faced by newly arrived students with low English proficiency and their English teachers in Sweden: Three teachers’ accounts (Doctoral dissertation). University West.
Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The discipline and practice of qualitative research. In N. K. Denzin, & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 1-28). Sage.
Ding, M., & Li, X. (2014). Transition from concrete to abstract representations: The distributive property in a Chinese textbook series. Educational Studies in Mathematics, 87(1), 103-121. https://doi.org/10.1007/s10649-014-9558-y
Dold, C. J., & Chapman, R. A. (2012). Hearing a voice: Results of a participatory action research study. Journal of Child and Family Studies, 21(3), 512-519. https://doi.org/10.1007/s10826-011-9505-9
Essien, A. A. (2013). Preparing pre-service mathematics teachers to teach in multilingual classrooms: a community of practice perspective (Doctoral dissertation). Witwatersrand University.
Fatmanissa, N., & Kusnandi, K. (2017). The linguistic challenges of mathematics word problems: A research and literature review. Malaysian Journal of Learning and Instruction, (Special issue on Graduate Students Research on Education), 73-92. https://doi.org/10.32890/mjli.2017.7798
Ferguson, G. (2003). Classroom code-switching in post-colonial contexts: Functions, attitudes and policies. AILA Review, 16(1), 38-51. https://doi.org/10.1075/aila.16.05fer
Flevares, L. M., & Perry, M. (2001). How many do you see? The use of nonspoken representations in first-grade mathematics lessons. Journal of Educational Psychology, 93(2), 330. https://doi.org/10.1037/0022-0663.93.2.330
Franz, D. (2009). Supporting struggling readers in mathematics education. Apex Learning.
Frick, A., & Newcombe, N. S. (2015). Young children’s perception of diagrammatic representations. Spatial Cognition & Computation, 15(4), 227-245. https://doi.org/10.1080/13875868.2015.1046988
Gafoor, K. A., & Sarabi, M. K. (2015). Need for equipping student teachers with language of mathematics [Paper presentation]. National Seminar on Pedagogy of Teacher Education – Trends and Challenges.
Gallenstein, N. L. (2005). Engaging young children in science and mathematics. Journal of Elementary Science Education, 17(2), 27.
Gambrell, L. B., & Jawitz, P. B. (1993). Mental imagery, text illustrations, and children’s story comprehension and recall. Reading Research Quarterly, 28(3), 265-276. https://doi.org/10.2307/747998
Gerofsky, S. (2009). Genre, simulacra, impossible exchange, and the real: How postmodern theory problematises word problems. In B. Greer, L. Verschaffel, W. van Dooren, & S. Mukhopadhyay (Eds.), Word and worlds: Modelling verbal descriptions of situations. Sense Publishers. https://doi.org/10.1163/9789087909383_003
Gooding, S. (2009). Children’s difficulties with mathematical word problems. Proceedings of the British Society for Research into Learning Mathematics, 29(3), 31-36.
Halai, A., & Karuku, S. (2013). Implementing language-in-education policy in multilingual mathematics classrooms: Pedagogical implications. Eurasia Journal of Mathematics, Science and Technology Education, 9(1), 23-32. https://doi.org/10.12973/eurasia.2013.913a
Harvey, S., & Goudvis, A. (2007). Strategies that work teaching comprehension to enhance understanding. Stenhouse Publishers.
Huang, J., & Normandia, B. (2008). Comprehending and solving word problems in mathematics: Beyond key words. Reading in Secondary Content Areas: A Language-Based Pedagogy, 64-83.
Kaplan, J. J., Rogness, N. T., & Fisher, D. G. (2014). Exploiting lexical ambiguity to help students understand the meaning of random. Statistics Education Research Journal, 13(1), 9-24.
Kim, H. J. (2020). Concreteness fading strategy: A promising and sustainable instructional model in mathematics classrooms. Sustainability, 12(6), 2211. https://doi.org/10.3390/su12062211
Klerkx, J., Verbert, K., & Duval, E. (2014). Enhancing learning with visualization techniques. In J. M. Spector, M. D. Merrill, J. Elen, & M/J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 791-807). Springer. https://doi.org/10.1007/978-1-4614-3185-5_64
Kunene, N., & Sepeng, P. (2017). Rural learners’ views and perceptions about their experiences in word problem solving. Journal of Social Sciences, 50(1-3), 133-140. https://doi.org/10.1080/09718923.2017.1311728
Kurshumlia, R., & Vula, E. (2013). Mathematics word problem solving for third grade students. In Proceedings of the Albania International Conference on Education. http://dspace.epoka.edu.al/handle/1/804
Larina, G. (2016). Analysis of real-world math problems: Theoretical model and classroom applications. Voprosy Obrazovaniya/Educational Studies Moscow, 3(3), 151.
Lince, R. (2016). Creative thinking ability to increase student mathematical of junior high school by applying models numbered heads together. Journal of Education and Practice, 7(6), 206-212. http://iiste.org/Journals/index.php/JEP
Maher, C., Hadfield, M., Hutchings, M., & De Eyto, A. (2018). Ensuring rigor in qualitative data analysis: A design research approach to coding combining NVivo with traditional material methods. International Journal of Qualitative Methods, 17(1), 1609406918786362. https://doi.org/10.1177/1609406918786362
Mahlomaholo, S. (2009). Critical emancipatory research and academic identity. Africa Education Review, 6(2), 224-237. https://doi.org/10.1080/18146620903274555
Mayaba, N. N. (2009). The effect of a scientific literacy strategy on Grade 6 and 7 learners’ general literacy skills (Doctoral dissertation). Nelson Mandela Metropolitan University, Port Elizabeth.
McMillan, J. H., & Schumacher, S. (2001). Research in education: A conceptual introduction. Longman.
Meulenberg-Buskens, I. (2011). Free attitude interview technique [Unpublished notes].
Mooney, C., Briggs, M., Fletcher, M., Hansen, A., & McCullouch, J. (2014). Primary mathematics: Teaching theory & practice. London: SAGE Publications Ltd.
Moriyanti, M., Muna, H., & Ismail, N. M. (2019). Visualization and comprehension: Corroborating children’s reading ability. Englisia: Journal of Language, Education, and Humanities, 7(1), 26-40. https://doi.org/10.22373/ej.v7i1.4508
Mulligan, J. (2011). Towards understanding the origins of children’s difficulties in mathematics learning. Australian Journal of Learning Difficulties, 16(1), 19-39. https://doi.org/10.1080/19404158.2011.563476
Mulligan, J., & Mitchelmore, M. (2009). Awareness of pattern and structure in early mathematical development. Mathematics Education Research Journal, 21(2), 33-49. https://doi.org/10.1007/BF03217544
Mulwa, E. C. (2015). Difficulties encountered by students in the learning and usage of mathematical terminology: A critical literature review. Journal of Education and Practice, 6(13), 27-37. http://iiste.org/Journals/index.php/JEP
Ní Ríordáin, M., Coben, D., & Miller-Reilly, B. (2015). What do we know about mathematics teaching and learning of multilingual adults and why does it matter? Adults Learning Mathematics – An International Journal, 10(1), 8-23. https://hdl.handle.net/10289/11407
Nickson, M. (2000). Teaching and learning mathematics: A teacher’s guide to recent research and its application. London: Cassell.
Nwachukwu, J. F. (2017). Identifying and improving reading comprehension in the translation process: a visualisation approach (Doctoral dissertation). Stellenbosch University.
Osman, S., Yang, C. N. A. C., Abu, M. S., Ismail, N., Jambari, H., & Kumar, J. A. (2018). Enhancing students’ mathematical problem-solving skills through bar model visualisation technique. International Electronic Journal of Mathematics Education, 13(3), 273-279. https://doi.org/10.12973/iejme/3919
Phonapichat, P., Wongwanich, S., & Sujiva, S. (2014). An analysis of elementary school students’ difficulties in mathematical problem solving. Procedia – Social and Behavioral Sciences, 116, 3169-3174. https://doi.org/10.1016/j.sbspro.2014.01.728
Sajadi, M., Amiripour, P., & Rostamy-Malkhalifeh, M. (2013). The examining mathematical word problems solving ability under efficient representation aspect. Mathematics Education Trends and Research, 14, 1-11. https://doi.org/10.5899/2013/metr-00007
Seifi, M., Haghverdi, M., & Azizmohamadi, F. (2012). Recognition of students’ difficulties in solving mathematical word problems from the viewpoint of teachers. Journal of Basic and Applied Scientific Research, 2(3), 2923-2928.
Sepeng, P. (2014). Use of common-sense knowledge, language and reality in mathematical word problem solving. African Journal of Research in Mathematics, Science and Technology Education, 18(1), 14-24. https://doi.org/10.1080/10288457.2014.890808
Shatri, K., & Buza, K. (2017). The use of visualization in teaching and learning process for developing critical thinking of students. European Journal of Social Science Education and Research, 4(1), 71-74. https://doi.org/10.26417/ejser.v9i1.p71-74
Taylor, N., & Vinjevold, P. (1999). Teaching and learning in South African schools. In N. Taylor, & P. Vinjevold (Eds.), Getting Learning Right: Report to the President’s Education Initiative [PEI] Research Project (pp. 131-162). The Joint Education Trust.
Teahen, R. J. (2015). Exploring visualisation as a strategy for improving year 4 & 5 student achievement on mathematics word problems (Master’s thesis). Victoria University of Wellington. http://hdl.handle.net/10063/4253
Tsotetsi, C. T. (2013). The implementation of professional teacher development policies: A continuing education perspective (Doctoral dissertation). University of the Free State.
Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & Health Sciences, 15(3), 398-405. https://doi.org/10.1111/nhs.12048
Verschaffel, L., Van Dooren, W., Greer, B., & Mukhopadhyay, S. (2010). Reconceptualising word problems as exercises in mathematical modelling. Journal für Mathematik-Didaktik, 31(1), 9-29. https://doi.org/10.1007/s13138-010-0007-x
Yilmaz, R., & Argun, Z. (2018). Role of visualization in mathematical abstraction: The case of congruence concept. International Journal of Education in Mathematics, Science and Technology, 6(1), 41-57. https://doi.org/10.18404/ijemst.328337
Ziemkiewicz, C., Ottley, A., Crouser, R. J., Chauncey, K., Su, S. L., & Chang, R. (2012). Understanding visualization by understanding individual users. IEEE Computer Graphics and Applications, 32(6), 88-94. https://doi.org/10.1109/MCG.2012.120

How to cite this article

APA

Moleko, M. M. (2021). Teachers’ Perspectives on Addressing Linguistic Factors Affecting Visualisation of Mathematics Word Problems. Eurasia Journal of Mathematics, Science and Technology Education, 17(11), em2029. https://doi.org/10.29333/ejmste/11248

Vancouver

Moleko MM. Teachers’ Perspectives on Addressing Linguistic Factors Affecting Visualisation of Mathematics Word Problems. EURASIA J Math Sci Tech Ed. 2021;17(11):em2029. https://doi.org/10.29333/ejmste/11248

AMA

Moleko MM. Teachers’ Perspectives on Addressing Linguistic Factors Affecting Visualisation of Mathematics Word Problems. EURASIA J Math Sci Tech Ed. 2021;17(11), em2029. https://doi.org/10.29333/ejmste/11248

Chicago

Moleko, Matshidiso Mirriam. "Teachers’ Perspectives on Addressing Linguistic Factors Affecting Visualisation of Mathematics Word Problems". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 11 (2021): em2029. https://doi.org/10.29333/ejmste/11248

Harvard

Moleko, M. M. (2021). Teachers’ Perspectives on Addressing Linguistic Factors Affecting Visualisation of Mathematics Word Problems. Eurasia Journal of Mathematics, Science and Technology Education, 17(11), em2029. https://doi.org/10.29333/ejmste/11248

MLA

Moleko, Matshidiso Mirriam "Teachers’ Perspectives on Addressing Linguistic Factors Affecting Visualisation of Mathematics Word Problems". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 11, 2021, em2029. https://doi.org/10.29333/ejmste/11248