Young Filipino students are expected to solve mathematical word problems in English, a language that many encounter only in schools. Using individual interviews of 17 Filipino children, we investigated why word problems in English are difficult and the extent to which the language interferes with performance. Results indicate that children could not solve word problems independently when these were given in English. However, appropriate interventions such as presenting problems in Filipino or narrating them led to improved performance. Implications for teaching are proposed.
|Title of host publication||Shaping the future of mathematics education|
|Subtitle of host publication||proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia held at John Curtin College of the Arts, Fremantle, 3-7 July 2010|
|Editors||Len Sparrow, Barry Kissane, Chris Hurst|
|Place of Publication||Fremantle, Australia|
|Publisher||Mathematics Education Research Group of Australasia Inc|
|Number of pages||8|
|Publication status||Published - 2010|
|Event||Mathematics Education Research Group of Australasia Conference (33rd : 2010) - Fremantle|
Duration: 3 Jul 2010 → 7 Jul 2010
|Conference||Mathematics Education Research Group of Australasia Conference (33rd : 2010)|
|Period||3/07/10 → 7/07/10|
Bautista, D., & Mulligan, J. (2010). Why do disadvantaged Filipino children find word problems in English difficult? In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education: proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia held at John Curtin College of the Arts, Fremantle, 3-7 July 2010 (pp. 69-76). Fremantle, Australia: Mathematics Education Research Group of Australasia Inc.