We describe a pedagogical approach aimed to assist second-grade Filipino children to solve additive word problems in English, a language primarily encountered only in school. The impact of the intervention is exemplified through a case study of one child with sufficient understanding of additive structures but with poor English skills. The intervention provided linguistic and mathematical scaffolds focussed on linking the text, situation, and problem representations. Conveying additive part-whole concepts in Filipino using a range of representations strengthened knowledge of additive situations and facilitated success for English word problems. However, correct solutions did not necessarily imply coherent mappings between the strategy and the text.
|Title of host publication||Mathematics|
|Subtitle of host publication||traditions and [new] practices : proceedings of the AAMT-MERGA Conference, held in Alice Springs, 3-7 July 2011|
|Editors||Julie Clark, Barry Kissane, Judith Mousley, Toby Spencer, Steve Thornton|
|Place of Publication||Adelaide|
|Publisher||AAMT and MERGA|
|Number of pages||8|
|Publication status||Published - 2011|
|Event||Biennial Conference of the Australian Association of Mathematics Teachers (23rd : 2011) and the Annual Conference of the Mathematics Education Research Group of Australasia (34th : 2011) - Alice Springs, NT|
Duration: 3 Jul 2011 → 7 Jul 2011
|Conference||Biennial Conference of the Australian Association of Mathematics Teachers (23rd : 2011) and the Annual Conference of the Mathematics Education Research Group of Australasia (34th : 2011)|
|City||Alice Springs, NT|
|Period||3/07/11 → 7/07/11|
Bautista Verzosa, D., & Mulligan, J. (2011). Overcoming language barriers in word problem solving: a framework for intervention. In J. Clark, B. Kissane, J. Mousley, T. Spencer, & S. Thornton (Eds.), Mathematics: traditions and [new] practices : proceedings of the AAMT-MERGA Conference, held in Alice Springs, 3-7 July 2011 (pp. 892-899). Adelaide: AAMT and MERGA.