Timothy Groombridgehttps://works.bepress.com/timothy-groombridge/Recent works by Timothy Groombridgeen-usCopyright (c) 2024 All rights reserved.Thu, 02 Jan 2020 08:00:00 +00003600- Does language really matter when solving mathematical word problems in a second language? A cognitive load perspectivehttps://works.bepress.com/timothy-groombridge/2/<p>© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. In a bilingual educational setting, even when mathematical word problems are presented in one’s first language, students may still perform poorly if cognitive constraints such as working memory limitations are not taken into consideration. The purpose of this study was to investigate the conditions under which learners are better able to solve word problems when presented in different modes (Reading Only, Listening Only and Reading and Listening). One hundred and thirty-two students from a federal institution in the United Arab Emirates participated in the study. Results indicated that Listening Only was negatively related to performance regardless of language. The study also found that solving mathematical word problems in English and Arabic was positively related to performance only when a dual mode, both Reading and Listening, was used. When solving mathematical word problems, both language and mode of instruction matter. Educational implications are discussed.</p>
Thu, 02 Jan 2020 08:00:00 +0000https://works.bepress.com/timothy-groombridge/2/Research Works
- The effects of language simplification and pictures on the ability of Emirati university students to comprehend and solve mathematics word problemshttps://works.bepress.com/timothy-groombridge/1/<p>This paper presents a study of Emirati university students learning mathematics in a second language (English). The study focused on students' responses to mathematical word problems in different versions: simpler/more complex versions of the problem in English; an Arabic translation of the problem; and the addition of a picture to support the text of the problem. Our findings suggest that neither language simplification nor pictures significantly affect students' comprehension and performance on word problem assessments; the lexical and syntactic features of the word problems have little effect on their understanding and ability to answer the questions presented to them. In addition, evidence suggests that there is no first-language (Arabic) advantage when answering these assessments. These findings are in line with previous studies that found no evidence that simplifying the language of mathematics tests had a significant positive effect on student performance. Implications on the appropriate theoretical perspectives to use when studying the relationship of language and mathematics learning are discussed. In addition, practical recommendations are presented for instructors and professors in 'globalist' multilingual classrooms (Barwell, 2003). ØªØ³ØªØ¹Ø±Ø¶ Ù‡Ø°Ù‡ Ø§Ù„Ø¯Ø±Ø§Ø³Ø© Ø£Ø¯Ø§Ø¡ Ø§Ù„Ø·Ù„Ø§Ø¨ Ø§Ù„Ø¥Ù…Ø§Ø±Ø§ØªÙŠÙ† Ø£Ø«Ù†Ø§Ø¡ ØªØ¹Ù„Ù… Ø§Ù„Ø±ÙŠØ§Ø¶ÙŠØ§Øª Ø¨Ø§Ù„Ù„ØºØ© Ø§Ù„Ø¥Ù†Ø¬Ù„ÙŠØ²ÙŠØ© Ù…Ù† Ø®Ù„Ø§Ù„ Ø§Ù„ØªØ±ÙƒÙŠØ² Ø¹Ù„Ù‰ ØªÙ†ÙˆØ¹ Ø§Ø³ØªØ¬Ø§Ø¨ØªÙ‡Ù… Ù„Ù„Ù…Ø³Ø§Ø¦Ù„ Ø§Ù„Ø±ÙŠØ§Ø¶ÙŠØ© Ù†ÙØ³Ù‡Ø§ Ø¨ØµÙŠØº Ù…Ø®ØªÙ„ÙØ© (Ù…Ø±ÙƒØ¨Ø© Ø£Ùˆ Ø¨Ø³ÙŠØ·Ø©)ØŒ ÙˆØ¨Ø¹Ø¯ ØªØ±Ø¬Ù…ØªÙ‡Ø§ Ø¥Ù„Ù‰ Ø§Ù„Ù„ØºØ© Ø§Ù„Ø¹Ø±Ø¨ÙŠØ©ØŒ ÙˆÙƒØ°Ù„Ùƒ Ø¨Ø¹Ø¯ Ø¥Ø¶Ø§ÙØ© ØµÙˆØ±Ø© ØªÙˆØ¶ÙŠØÙŠØ© Ù„Ù„Ù…Ø³Ø§Ø¦Ù„. ÙˆÙ‚Ø¯ ØªØ¨ÙŠÙ† Ù…Ù† Ø®Ù„Ø§Ù„ Ø§Ù„Ù†ØªØ§Ø¦Ø¬ Ø¹Ø¯Ù… ØªØ£Ø«Ø± Ø§Ù„Ø·Ø§Ù„Ø¨ Ø¨Ø§Ù„Ù„ØºØ© Ø§Ù„Ù…Ø¨Ø³Ø·Ø© Ù„Ù„Ù…Ø³Ø£Ù„Ø© Ø£Ùˆ Ø¨Ø§Ù„ØµÙˆØ±Ø© Ø§Ù„Ù…Ø¶Ø§ÙØ© Ø£Ø«Ù†Ø§Ø¡ ØÙ„ Ø§Ù„Ù…Ø³Ø§Ø¦Ù„ Ø§Ù„Ù„ÙØ¸ÙŠØ© Ø£ÙŠ Ø£Ù† Ø§Ù„Ø³Ù…Ø§Øª Ø§Ù„Ù…Ø¹Ø¬Ù…ÙŠØ© ÙˆØ§Ù„Ù†ØÙˆÙŠØ© Ù„Ù„Ù…Ø³Ø§Ø¦Ù„ Ø§Ù„Ù„ÙØ¸ÙŠØ© Ù„ÙŠØ³ Ù„Ù‡Ø§ ØªØ£Ø«ÙŠØ± ÙŠØ°ÙƒØ± Ø¹Ù„Ù‰ ÙÙ‡Ù… Ø§Ù„Ø·Ø§Ù„Ø¨ ÙˆÙ‚Ø¯Ø±ØªÙ‡ Ø¹Ù„Ù‰ Ø§Ù„Ø¥Ø¬Ø§Ø¨Ø© Ø¹Ù† Ø§Ù„Ø£Ø³Ø¦Ù„Ø© Ø§Ù„Ù…Ø¹Ø±ÙˆØ¶Ø© Ø¹Ù„ÙŠÙ‡. ÙƒÙ…Ø§ Ù„Ù… ØªØ¤Ø«Ø± Ø§Ù„ØªØ±Ø¬Ù…Ø© Ø¹Ù„Ù‰ ØÙ„ Ø§Ù„Ø·Ù„Ø¨Ø© Ù„Ù„Ù…Ø³Ø£Ù„Ø©. ÙˆØ¨Ø°Ù„Ùƒ ØªØªÙ…Ø§Ø´Ù‰ Ù‡Ø°Ù‡ Ø§Ù„Ù†ØªØ§Ø¦Ø¬ Ù…Ø¹ Ø§Ù„Ø¯Ø±Ø§Ø³Ø§Øª Ø§Ù„Ø³Ø§Ø¨Ù‚Ø© Ø§Ù„ØªÙŠ Ù„Ù… ØªØªÙˆØµÙ„ Ø¥Ù„Ù‰ Ø£ÙŠ ØªØ£Ø«ÙŠØ± Ø¥ÙŠØ¬Ø§Ø¨ÙŠ Ù„Ø§Ø³ØªØ®Ø¯Ø§Ù… Ø§Ù„Ù„ØºØ© Ø§Ù„Ù…Ø¨Ø³Ø·Ø© Ø¹Ù„Ù‰ ÙÙ‡Ù… Ù…Ø³Ø§Ø¦Ù„ Ø§Ù„Ø±ÙŠØ§Ø¶ÙŠØ§Øª. ÙƒÙ…Ø§ ØªÙ†Ø§Ù‚Ø´ Ø§Ù„Ø¯Ø±Ø§Ø³Ø© Ø§Ù„Ø¢Ø«Ø§Ø± Ø§Ù„Ù…ØªØ±ØªØ¨Ø© Ø¹Ù„Ù‰ Ø§Ø³ØªØ®Ø¯Ø§Ù… Ø§Ù„Ù†Ø¸Ø±ÙŠØ§Øª Ø§Ù„Ù…Ù†Ø§Ø³Ø¨Ø© Ø¹Ù†Ø¯ Ø¯Ø±Ø§Ø³Ø© Ø§Ù„Ø¹Ù„Ø§Ù‚Ø© Ø¨ÙŠÙ† Ø§Ù„Ø±ÙŠØ§Ø¶ÙŠØ§Øª ÙˆØ§Ù„Ù„ØºØ©. ØªØ¹Ø±Ø¶ Ø§Ù„Ø¯Ø±Ø§Ø³Ø© ÙÙŠ Ù†Ù‡Ø§ÙŠØªÙ‡Ø§ ØªÙˆØµÙŠØ§Øª Ø§Ù„Ù…Ø¹Ù„Ù…ÙŠÙ† ÙˆØ§Ù„Ø£Ø³Ø§ØªØ°Ø© Ø§Ù„Ø¹Ù…Ù„ÙŠØ© ÙˆØ§Ù„Ù…Ø³ØªÙØ§Ø¯Ø© Ù…Ù† Ø®Ø¨Ø±Ø§ØªÙ‡Ù… Ø§Ù„ØªØ¯Ø±ÙŠØ³ÙŠØ© ÙÙŠ Ø¨ÙŠØ¦Ø§Øª Ù…Ø®ØªÙ„ÙØ© ØÙˆÙ„ Ø§Ù„Ø¹Ø§Ù„Ù….</p>
Sat, 30 Dec 2017 08:00:00 +0000https://works.bepress.com/timothy-groombridge/1/Research Works
- How can one learn mathematical word problems in a second language? A cognitive load perspectivehttps://works.bepress.com/timothy-groombridge/3/<p>Language may ordinarily account for difficulties in solving word problems and this is particularly true if mathematical word problems are taught in a language other than one's native language. Research into cognitive load may offer a clear theoretical framework when investigating word problems because memory, specifically working memory, plays a major role in solving problems successfully. The main purpose of this study was to investigate the influence of language when solving mathematical word problems while taking into consideration participant's limited working memory. The participants' main role was to solve word problems in a format that depended on the group they were assigned to. The study utilized a qualitative method approach and involved three phases, a pre-testing, acquisition, and testing phase. Predominant findings from this study show that there was a statistically significant difference between the various groups participants were assigned to.</p>
Thu, 01 Jan 2015 08:00:00 +0000https://works.bepress.com/timothy-groombridge/3/Research Works