Working on arithmetic word problems when English is an additional language

RA Barwell

Research output: Contribution to journalArticle (Academic Journal)peer-review

20 Citations (Scopus)

Abstract

There has been little research in the UK into how students learning English as an additional language (EAL) learn mathematics. This article reports results from a three-year study of the participation of learners of EAL in Year 5 in an arithmetic word problem task. The research, drawing on ideas from discursive psychology, used discourse analysis to explore patterns of attention in students' interaction as they worked in pairs or threes. The article briefly describes four patterns of attention: to genre, to mathematical structure, to narrative experience and to written form. Further analysis explored how students used attention as part of the social activity involved in working on the task. The rest of the article illustrates how students used attention to narrative experience to make links between word problems and their own experience, as well as to negotiate their relationships with each other.
Translated title of the contributionWorking on arithmetic word problems when English is an additional language
Original languageEnglish
Pages (from-to)329 - 348
Number of pages20
JournalBritish Educational Research Journal
Volume31 (3)
DOIs
Publication statusPublished - Jun 2005

Bibliographical note

Publisher: Routledge

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