Usd try dollar turkish lira usd vs turkish lira.

Limited English Proficiency Students and Misconceptions in Mathematics: A Case Study

Norlia T Goolamally, Jamil Ahmad

Abstract


ABSTRACT: When Mathematics is taught in English, students not only have to learn English but they must also learn English words used in Mathematical context. This can lead to misconception again due to the lack of understanding of English. So, Mathematics can be particularly challenging for Limited English Proficiency (LEP) students. However, despite these challenges, the Malaysian government’s policy to teach Mathematics and Science in English started eight years ago in 2002 with the intent to provide the citizens of the country with the scientific and technological competence to face the globalize world. Thus, this study aimed to identify the approaches and strategies teachers integrate in their lessons to overcome the challenges faced by LEP students. This qualitative case study was conducted in a rural primary school in Pahang which has an enrolment of 1,800 students. The school’s excellent achievement in the UPSR Mathematics grade has been ranked among the top five schools in the state of Pahang. Other findings through classroom observations, interviews with teachers and students and document analyses proved that teacher’s strength, enthusiasm, and proficiency in English and creativity in their teaching strategies enable them to teach LEP students, the subject most feared that is Mathematics, in the English language. In addition to that, teachers teaching techniques encourage students to build confidence in learning Mathematics and become less anxious to this fearful subject.

KEY WORDS: Bilingual learners, homework assignment, limited English proficiency students, Mathematics, and misconception.

About the Authors: Norlia T. Goolamally is a Lecturer at the Faculty of Science and Technology OUM (Open University of Malaysia), Jalan Tun Ismail, 50480 Kuala Lumpur, Malaysia; and Jamil Ahmad, Ph.D. is a Lecturer at the Faculty of Education UKM (National University of Malaysia), Bangi, Selangor Darul Ehsan, Malaysia. They can be reached at: nolee@oum.edu.my and jamil3191@yahoo.co.uk

How to cite this article? Goolamally, Norlia T. & Jamil Ahmad. (2010). “Limited English Proficiency Students and Misconceptions in Mathematics: A Case Study” in EDUCARE: International Journal for Educational Studies, Vol.3(1) August, pp.69-84. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.

Chronicle of the article: Accepted (June 12, 2010); Revised (July 17, 2010); and Published (August 17, 2010).


Full Text:

PDF

References


Brousseau, G. (1984). “The IREM's role in Helping Elementary-School Teachers” in Robert Morris [ed]. Studies in Mathematics Education : The Mathematical Education of Primary-School Teachers. Oxford: Pergamon, pp.235-251.

Champagne, A.B., R.E. Gunstone & L.E. Klopfer. (1983). “Naive Knowledge and Science Learning” in Research in Science and Technological Education, 1(2), pp.173-183.

Cooper, H. (1989). “Synthesis of Research on Homework” in Educational Leadership, 4, pp.85-91.

Crandall, J. et al. (1985). “The Language of Mathematics: The English Barrier” in A. Iabarca & L. Bailey [eds]. Delaware Symposium on Language Studies. New York: The College Board, pp.129-150.

Cummins, J. (1981). “Age on Arrival and Immigrant Second Language Learning in Canada: A Reassessment” in Applied Linguistics, 92, pp.132-149.

Echevarria, J., M. Vogt & D. Short. (2004). Making Content Comprehensible for English Language Learners: The SIOP Model. New York: Center for Research on Education, Diversity and Excellence, second edition

Ellerton, N.F. (2004). “Developing Higher Order Thinking Skills Through Problem Solving in the Secondary Mathematics Classroom” in Proceedings of the Seminar on Best Practices and Innovations in Teaching and Learning of Science and Mathematics at the Secondary School Level. Kuala Lumpur, Malaysia: EPRD, MOE, pp.23-35.

Khisty, L.L. (2005). “A Naturalistic Look at Language Factors in Mathematics Teaching in Bilingual Classroom”. Paper presented in the Third National Research Symposium on Limited English Proficient Student Issues: Focus on Middle and High School Issues.

Krashen, S.D. (1982). Principles and Practices in Second Language Acquisition. Oxford: Pergamon.

MacGregor, M. & R. Moore. (1991). Teaching Mathematics in the Multicultural Classroom. Melbourne, Australia: University of Melbourne.

McDermott, L. (1984). “Research on Conceptual Understanding of Physics” in Physics Today, 37, pp.24-32.

Mestre, J. (1987). “Why Should Mathematics and Science Teachers be Interested in Cognitive Research Findings?” in Academic Connections. New York: The College Board.

Moschkovich, J. (2000). Learning mathematics in two languages: Moving from obstacles to resources. In W. G. Secada (Ed.), Changing the faces of mathematics: Perspectives on multicultural and gender equity. Reston, VA: National Council of Teachers of Mathematics.

Noraini Idris et al. (2007). “The Professional Preparation of Malaysian Teachers in the Implementation of Teaching and Learning of Mathematics and Science in English” in Eurasia Journal of Mathematics, Science, and Technology Education, 3(2), pp.101-110.

Paulu, N. (1995). Helping Your Child with Homework. Washington DC: U.S. G.P.O. Also available online at: http://www.ed.gov/pubs/parents/Homework/title.html [accessed in Kuala Lumpur, Malaysia: 21 April 2010].

Resnick, L. (1983). “Mathematics and Science Learning: A New Conception” in Science, 220, pp.477-478.

Short, D.J. & G. Spanos. (1989). “Teaching Mathematics to Limited English Proficient Students” in ERIC Digest. Washington DC: ERIC Clearinghouse on Language and Linguistics, ERIC Document Reproduction Service No.ED317086, November. Also available online at: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED317086 [accessed in Kuala Lumpur, Malaysia: 21 April 2010].

Tikunoff, W. (1985). Applying Significant Bilingual Instruction in the Classroom. Rosslyn: National Clearinghouse for Bilingual Education.

Valdez, G., A. Svedkauskaite & M. McNabb. (2002). “Critical Issue: Mastering the Mosaic-Framing Impact Factors to Aid Limited-English-Proficient Students in Mathematics and Science”. Also available online at: http://www.ncrel.org/sdrs/areas/issues/content/ma700.htm [accessed in Kuala Lumpur, Malaysia: 21 April 2010].

Wittrock, M. (1988). A Constructive Review of Research on Learning Strategies. San Diego: Academic Press.

Wong, F.L. & C. Valadez. (1986). “Teaching Bilingual Learners” in M.C. Wittrock [ed]. Handbook of Research on Teaching. New York: Macmillan Publishing Company, third edition.


EDUCARE: International Journal for Educational Studies. Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional