Does language really matter when solving mathematical word problems in a second language? A cognitive load perspective
Source of Publication
© 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.
cognitive load theory, language, Mathematics, word problems
Moussa-Inaty, Jase; Causapin, Mark; and Groombridge, Timothy, "Does language really matter when solving mathematical word problems in a second language? A cognitive load perspective" (2020). All Works. 1319.
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