Archives
Current issue
About
About us
Aims and Scope
Abstracting and Indexing
Editorial Office
Open Access Policy
Publication Ethics
Journal History
Publisher
Follow us: Twitter
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licencing
Publication Fees
Fee Waiver Policy for Doctoral Students
EJMSTE Language Editing Service
More
Statistics
Special Issues
Special Issue Announcements
Published Special Issues
RESEARCH PAPER
Teachers’ Perspectives on Addressing Linguistic Factors Affecting Visualisation of Mathematics Word Problems
1
University of the Free State, SOUTH AFRICA
Publication date: 2021-10-05
EURASIA J. Math., Sci Tech. Ed 2021;17(11):em2029
KEYWORDS
ABSTRACT
Visualisation plays a critical role in the teaching and learning of mathematics word problems. It is
an essential tool for enabling learners to create meaningful mental pictures necessary for solving
mathematical problems. Appropriate visualisation requires good reading skills, English proficiency
and an understanding of mathematical vocabulary, language and structure. Although visualisation
plays such a critical role, teachers often do not pay attention to linguistic factors when teaching
mathematics word problems, thus making it difficult for learners to visualise and solve
mathematics word problems. This background positions the study to explore teachers’
perspectives on the linguistic factors that affect the visualisation of mathematics word problems
and to identify appropriate solutions to these. Using a single-case exploratory study, the
perspectives of six mathematics teachers were elicited through focus group discussions and
reflection sessions. The data collected were analysed through thematic analysis techniques. The
findings indicate strategies to address the lack of reading skills, including understanding
mathematical language and the structure and ambiguities of mathematics word problems.
REFERENCES (64)
1.
Ahmad, A., Tarmizi, R. A., & Nawawi, M. (2010). Visual representations in mathematical word problem solving among form four students in Malacca. Procedia – Social and Behavioral Sciences, 8, 356-361. https://doi.org/10.1016/j.sbsp....
2.
Algozzine, B., & Douville, P. (2004). Use mental imagery across the curriculum. Preventing School Failure: Alternative Education for Children and Youth, 49(1), 36-39. https://doi.org/10.3200/PSFL.4....
3.
Aspers, P., & Corte, U. (2019). What is qualitative in qualitative research. Qualitative Sociology, 42(2), 139-160. https://doi.org/10.1007/s11133....
4.
Bakar, K. A. (2017). Young children’s representations of addition in problem solving. Creative Education, 8(14), 22-32. https://doi.org/10.4236/ce.201....
5.
Boonen, A. J., Reed, H. C., Schoonenboom, J., & Jolles, J. (2016). It’s not a math lesson--We’re learning to draw! Teachers’ use of visual representations in instructing word problem solving in sixth grade of elementary school. Frontline Learning Research, 4(5), 55-82. https://doi.org/10.14786/flr.v....
6.
Boulton-Lewis, G. M. (1998). Children’s strategy use and interpretations of mathematical representations. The Journal of Mathematical Behavior, 17(2), 219-237. https://doi.org/10.1016/S0364-....
7.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/147808....
8.
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589-597. https://doi.org/10.1080/215967....
9.
Carden, J., & Cline, T. (2015). Problem solving in mathematics: The significance of visualisation and related working memory. Educational Psychology in Practice, 31(3), 235-246. https://doi.org/10.1080/026673....
10.
Cease-Cook, J. J. (2013). The effects of concrete-representational-abstract sequence of instruction on solving equations using inverse operations with high school students with mild intellectual disability (Doctoral dissertation). University of North Carolina at Charlotte.
11.
Charles, R. (2011). Solving word problems: Developing quantitative reasoning. New York, NY: Pearson.
12.
Creswell, J. W. (2009). Mapping the field of mixed methods research. https://doi.org/10.1177/155868....
13.
De Koning, B. B., & Van der Schoot, M. (2013). Becoming part of the story! Refueling the interest in visualization strategies for reading comprehension. Educational Psychology Review, 25(2), 261-287. https://doi.org/10.1007/s10648....
14.
Demirsoy, E. (2020). Challenges faced by newly arrived students with low English proficiency and their English teachers in Sweden: Three teachers’ accounts (Doctoral dissertation). University West.
15.
Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The discipline and practice of qualitative research. In N. K. Denzin, & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 1-28). Sage.
16.
Ding, M., & Li, X. (2014). Transition from concrete to abstract representations: The distributive property in a Chinese textbook series. Educational Studies in Mathematics, 87(1), 103-121. https://doi.org/10.1007/s10649....
17.
Dold, C. J., & Chapman, R. A. (2012). Hearing a voice: Results of a participatory action research study. Journal of Child and Family Studies, 21(3), 512-519. https://doi.org/10.1007/s10826....
18.
Essien, A. A. (2013). Preparing pre-service mathematics teachers to teach in multilingual classrooms: a community of practice perspective (Doctoral dissertation). Witwatersrand University.
19.
Fatmanissa, N., & Kusnandi, K. (2017). The linguistic challenges of mathematics word problems: A research and literature review. Malaysian Journal of Learning and Instruction, (Special issue on Graduate Students Research on Education), 73-92. https://doi.org/10.32890/mjli.....
20.
Ferguson, G. (2003). Classroom code-switching in post-colonial contexts: Functions, attitudes and policies. AILA Review, 16(1), 38-51. https://doi.org/10.1075/aila.1....
21.
Flevares, L. M., & Perry, M. (2001). How many do you see? The use of nonspoken representations in first-grade mathematics lessons. Journal of Educational Psychology, 93(2), 330. https://doi.org/10.1037/0022-0....
22.
Franz, D. (2009). Supporting struggling readers in mathematics education. Apex Learning.
23.
Frick, A., & Newcombe, N. S. (2015). Young children’s perception of diagrammatic representations. Spatial Cognition & Computation, 15(4), 227-245. https://doi.org/10.1080/138758....
24.
Gafoor, K. A., & Sarabi, M. K. (2015). Need for equipping student teachers with language of mathematics [Paper presentation]. National Seminar on Pedagogy of Teacher Education – Trends and Challenges.
25.
Gallenstein, N. L. (2005). Engaging young children in science and mathematics. Journal of Elementary Science Education, 17(2), 27.
26.
Gambrell, L. B., & Jawitz, P. B. (1993). Mental imagery, text illustrations, and children’s story comprehension and recall. Reading Research Quarterly, 28(3), 265-276. https://doi.org/10.2307/747998.
27.
Gerofsky, S. (2009). Genre, simulacra, impossible exchange, and the real: How postmodern theory problematises word problems. In B. Greer, L. Verschaffel, W. van Dooren, & S. Mukhopadhyay (Eds.), Word and worlds: Modelling verbal descriptions of situations. Sense Publishers. https://doi.org/10.1163/978908....
28.
Gooding, S. (2009). Children’s difficulties with mathematical word problems. Proceedings of the British Society for Research into Learning Mathematics, 29(3), 31-36.
29.
Halai, A., & Karuku, S. (2013). Implementing language-in-education policy in multilingual mathematics classrooms: Pedagogical implications. Eurasia Journal of Mathematics, Science and Technology Education, 9(1), 23-32. https://doi.org/10.12973/euras....
30.
Harvey, S., & Goudvis, A. (2007). Strategies that work teaching comprehension to enhance understanding. Stenhouse Publishers.
31.
Huang, J., & Normandia, B. (2008). Comprehending and solving word problems in mathematics: Beyond key words. Reading in Secondary Content Areas: A Language-Based Pedagogy, 64-83.
32.
Kaplan, J. J., Rogness, N. T., & Fisher, D. G. (2014). Exploiting lexical ambiguity to help students understand the meaning of random. Statistics Education Research Journal, 13(1), 9-24.
33.
Kim, H. J. (2020). Concreteness fading strategy: A promising and sustainable instructional model in mathematics classrooms. Sustainability, 12(6), 2211. https://doi.org/10.3390/su1206....
34.
Klerkx, J., Verbert, K., & Duval, E. (2014). Enhancing learning with visualization techniques. In J. M. Spector, M. D. Merrill, J. Elen, & M/J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 791-807). Springer. https://doi.org/10.1007/978-1-....
35.
Kunene, N., & Sepeng, P. (2017). Rural learners’ views and perceptions about their experiences in word problem solving. Journal of Social Sciences, 50(1-3), 133-140. https://doi.org/10.1080/097189....
36.
Kurshumlia, R., & Vula, E. (2013). Mathematics word problem solving for third grade students. In Proceedings of the Albania International Conference on Education. http://dspace.epoka.edu.al/han....
37.
Larina, G. (2016). Analysis of real-world math problems: Theoretical model and classroom applications. Voprosy Obrazovaniya/Educational Studies Moscow, 3(3), 151.
38.
Lince, R. (2016). Creative thinking ability to increase student mathematical of junior high school by applying models numbered heads together. Journal of Education and Practice, 7(6), 206-212. http://iiste.org/Journals/inde....
39.
Maher, C., Hadfield, M., Hutchings, M., & De Eyto, A. (2018). Ensuring rigor in qualitative data analysis: A design research approach to coding combining NVivo with traditional material methods. International Journal of Qualitative Methods, 17(1), 1609406918786362. https://doi.org/10.1177/160940....
40.
Mahlomaholo, S. (2009). Critical emancipatory research and academic identity. Africa Education Review, 6(2), 224-237. https://doi.org/10.1080/181466....
41.
Mayaba, N. N. (2009). The effect of a scientific literacy strategy on Grade 6 and 7 learners’ general literacy skills (Doctoral dissertation). Nelson Mandela Metropolitan University, Port Elizabeth.
42.
McMillan, J. H., & Schumacher, S. (2001). Research in education: A conceptual introduction. Longman.
43.
Meulenberg-Buskens, I. (2011). Free attitude interview technique [Unpublished notes].
44.
Mooney, C., Briggs, M., Fletcher, M., Hansen, A., & McCullouch, J. (2014). Primary mathematics: Teaching theory & practice. London: SAGE Publications Ltd.
45.
Moriyanti, M., Muna, H., & Ismail, N. M. (2019). Visualization and comprehension: Corroborating children’s reading ability. Englisia: Journal of Language, Education, and Humanities, 7(1), 26-40. https://doi.org/10.22373/ej.v7....
46.
Mulligan, J. (2011). Towards understanding the origins of children’s difficulties in mathematics learning. Australian Journal of Learning Difficulties, 16(1), 19-39. https://doi.org/10.1080/194041....
47.
Mulligan, J., & Mitchelmore, M. (2009). Awareness of pattern and structure in early mathematical development. Mathematics Education Research Journal, 21(2), 33-49. https://doi.org/10.1007/BF0321....
48.
Mulwa, E. C. (2015). Difficulties encountered by students in the learning and usage of mathematical terminology: A critical literature review. Journal of Education and Practice, 6(13), 27-37. http://iiste.org/Journals/inde....
49.
Ní Ríordáin, M., Coben, D., & Miller-Reilly, B. (2015). What do we know about mathematics teaching and learning of multilingual adults and why does it matter? Adults Learning Mathematics – An International Journal, 10(1), 8-23. https://hdl.handle.net/10289/1....
50.
Nickson, M. (2000). Teaching and learning mathematics: A teacher’s guide to recent research and its application. London: Cassell.
51.
Nwachukwu, J. F. (2017). Identifying and improving reading comprehension in the translation process: a visualisation approach (Doctoral dissertation). Stellenbosch University.
52.
Osman, S., Yang, C. N. A. C., Abu, M. S., Ismail, N., Jambari, H., & Kumar, J. A. (2018). Enhancing students’ mathematical problem-solving skills through bar model visualisation technique. International Electronic Journal of Mathematics Education, 13(3), 273-279. https://doi.org/10.12973/iejme....
53.
Phonapichat, P., Wongwanich, S., & Sujiva, S. (2014). An analysis of elementary school students’ difficulties in mathematical problem solving. Procedia – Social and Behavioral Sciences, 116, 3169-3174. https://doi.org/10.1016/j.sbsp....
54.
Sajadi, M., Amiripour, P., & Rostamy-Malkhalifeh, M. (2013). The examining mathematical word problems solving ability under efficient representation aspect. Mathematics Education Trends and Research, 14, 1-11. https://doi.org/10.5899/2013/m....
55.
Seifi, M., Haghverdi, M., & Azizmohamadi, F. (2012). Recognition of students’ difficulties in solving mathematical word problems from the viewpoint of teachers. Journal of Basic and Applied Scientific Research, 2(3), 2923-2928.
56.
Sepeng, P. (2014). Use of common-sense knowledge, language and reality in mathematical word problem solving. African Journal of Research in Mathematics, Science and Technology Education, 18(1), 14-24. https://doi.org/10.1080/102884....
57.
Shatri, K., & Buza, K. (2017). The use of visualization in teaching and learning process for developing critical thinking of students. European Journal of Social Science Education and Research, 4(1), 71-74. https://doi.org/10.26417/ejser....
58.
Taylor, N., & Vinjevold, P. (1999). Teaching and learning in South African schools. In N. Taylor, & P. Vinjevold (Eds.), Getting Learning Right: Report to the President’s Education Initiative [PEI] Research Project (pp. 131-162). The Joint Education Trust.
59.
Teahen, R. J. (2015). Exploring visualisation as a strategy for improving year 4 & 5 student achievement on mathematics word problems (Master’s thesis). Victoria University of Wellington. http://hdl.handle.net/10063/42....
60.
Tsotetsi, C. T. (2013). The implementation of professional teacher development policies: A continuing education perspective (Doctoral dissertation). University of the Free State.
61.
Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & Health Sciences, 15(3), 398-405. https://doi.org/10.1111/nhs.12....
62.
Verschaffel, L., Van Dooren, W., Greer, B., & Mukhopadhyay, S. (2010). Reconceptualising word problems as exercises in mathematical modelling. Journal für Mathematik-Didaktik, 31(1), 9-29. https://doi.org/10.1007/s13138....
63.
Yilmaz, R., & Argun, Z. (2018). Role of visualization in mathematical abstraction: The case of congruence concept. International Journal of Education in Mathematics, Science and Technology, 6(1), 41-57. https://doi.org/10.18404/ijems....
64.
Ziemkiewicz, C., Ottley, A., Crouser, R. J., Chauncey, K., Su, S. L., & Chang, R. (2012). Understanding visualization by understanding individual users. IEEE Computer Graphics and Applications, 32(6), 88-94. https://doi.org/10.1109/MCG.20....
| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
