Learning to solve addition and subtraction word problems in English as an imported language

Debbie Bautista Verzosa, Joanne Mulligan

    Research output: Contribution to journalArticlepeer-review

    7 Citations (Scopus)

    Abstract

    This paper reports an intervention phase of a design study aimed to assist second-grade Filipino children in solving addition word problems in English, a language they primarily encounter only in school. With Filipino as the medium of instruction, an out-of-school pedagogical intervention providing linguistic and representational scaffolds was implemented with 17 children. Pre-intervention, children experienced linguistic difficulties and were limited to conceptualising and solving simple additive structures. Post-intervention interviews revealed improved performance and understanding of more complex structures, but only when linguistic difficulties were minimised. The study identified socially and culturally driven barriers to learning: superficial strategies, children's engagement, and learning in an urban poor context.

    Original languageEnglish
    Pages (from-to)223-244
    Number of pages22
    JournalEducational Studies in Mathematics
    Volume82
    Issue number2
    DOIs
    Publication statusPublished - 2013

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