Anda di halaman 1dari 16

Bilingual Students Issues in

Learning Mathematics

Maliheh Manzouri
Try Farsi Version of long division

Dividend divisor.quotient reminder

23/25 + 33/76=
Iranian Bilingual Students and Learning Mathematics

Refugee Migrant

No schooling experiences
My goal

the influence of language

proficiency Especially
among Bilingual

multiculturalism and
mathematics learning

How to help
Word problems

It is not true
Do not like it
Complain of too much information

Tobias (2006): helplessness ..were incapable of understanding

..or they feared of losing marks or failing


Unthinkingly Solve
Word Problem and Language Proficiency
must understand the To extract Info


Vilenius-Tuohimaa, Aunola, Word problem
and Nurmi (2007) Issues

Lack of math
Level of language proficiency and word problem
Gasco, Villarroel & Zuazagoitia (2014)

In word problems that required attentional control skills both first

and second language students have problem at same level.

Students ability to analyze the text

Students reasoning abilities
The role of language
in the construction of the learning opportunities
Planas and Setati (2009)

Use first and second language based on the complexity of situation

In learning mathematic vocabulary use second language
In Solving mathematical questions use their mother tongue
In participating in a whole class discussion use second language

My students
Do not participate or try hard before class
Language competency in learning mathematics
In 1992, Clarkson

Students with high competency in both

performed better in the mathematics exam
compared to monolingual students
Mathematical problem about
a familiar and unfamiliar experience
Domnguez (2011)

students are comfortable solving problems involving familiar

good problem solving is not related to a student culture or
even related to mathematical proficiency
but is related
to a level of familiarity of students with these questions

If the question was familiar for students,

they would not fear it and might attempt to solve the question
Multicultural and Mathematics
Berry, 1985
Those students who are learning mathematics in a
different culture and language from that of their
country of origin usually are suffering not only from
language issues but also cultural differences

view of Setswana culture regarding numbers

Switching language
Parvanehnezhad and Clarkson in 2008

why and to what extent students switch between their

first and second language
Switch (more) language in world problems questions
especially hard ones.
Use mathematical terms in their first language

My bilingual students usually confused these numbers

and signs in Farsi and English
Vilenius-Tuohimaa, Aunola, and Nurmi (2007)

they find out that parental education

positively affects students performance
on mathematical word problem-solving

low competency in second language

the complexity of word problems,
pre-assumption of failing,
lack of ability in overall reasoning and
cultural differences

language improvement,
rewording complex word problem,
getting help analyzing text and
discussing their cultural differences in
mathematics with teachers.
Providing counseling sessions with parents and
students in their first language (Farsi) would be a
good solution
Try Again Farsi Version of long
Please find the kharej ghesmat in this
Please find the baghi mande in this division.