Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2015, Cilt: 4 Sayı: 3, 124 - 139, 15.07.2015
https://doi.org/10.12973/eu-jer.4.3.124

Öz

Kaynakça

  • Abedi, J. And Lord, C. (2001). The language factor in mathematics tests. Applied Measurement in Education, 14(3), 219-234.
  • Abreu, G.de., Bishop, A. J and Presmeg, N. (2002). Mathematics learners in transition. In G. De. Abreu,. A. Bishop and N. Presmeg (eds).Transitions between contexts of mathematical practices (pp.7-21). The Netherlands: Kluwer Academic Publications.
  • Adetunde, I. A. (2007). Improving the teaching and learning of mathematics in second cycle institutions in Ghana. Pakistan Journal of Social Sciences, 4(31), 340-344.
  • Adetunde, I. A. (2009). Improving the teaching and learning of mathematics in second cycle institutions in Ghana (paper 2). Report and Opinion, 1(3), 33-35.
  • Adler, J. (1998). A language of teaching dilemmas: Unlocking the complex multilingual secondary mathematics classroom. For the Learning of Mathematics, 18, 24–33.
  • Allardice, B. And Ginsberg, H. (1982). Children’s psychological difficulties in mathematics. In H. Ginsberg (eds.), The development of mathematical thinking (pp.319-350). New York:Academic Press Inc.
  • Alidou, H and Brock-Utne, B. (2011). Teaching practices-Teaching in a familiar language. In A. Ouane and C. Glanz (Ed.). Optimizing learning: Education and publishing in Africa: The language factor (pp.159-184). Hamburg, Germany: UNESCO Institute of Lifelong Learning.
  • Ampadu, E. (2012). Students’ perceptions of their teachers’ teaching of mathematics: The case of Ghana. International online Journal of Educational Sciences, 4(2), 351-358.
  • Ampah-Mensah, A. (2009). Teachers’ use of language in teaching mathematics in basic schools in Cape Coast, Ghana. In M. Joubert (eds), Proceedings of British Society for Research into Learning Mathematics, Bristol University, June 19-20th.
  • Ampiah, J.G. (2008). An investigation of provision of quality basic education in Ghana: A case study of selected schools in the Central Region. CICE Hiroshima University, Journal of International Cooperation in Education, 11(3), 19-37.
  • Ampiah, J.G. (2010). Quality basic education in Ghana: Prescription, praxis and problems. Paper presented at the Experience Sharing Seminar, January 17-19, Erata Hotel, Accra, Ghana.
  • Anamuah-Mensah, J and Mereku(2005). Ghanaian JSS2 students’ abysmal mathematics achievement in TIMSS-2003: A consequence of the basic school mathematics curriculum. Mathematics Connection, 5, 1-13.
  • Anstrom, K. (1997). Academic achievement for secondary language minority: Standards, measures and promising practice. Accessed from http://www.ncela.gwu,edu/pubs/reports/acadach.htm
  • Awanta, E.K (2009). Students’ view of mathematics: A survey of junior and senior high schools in the Ashanti and Brong Ahafo regions. Ghana Policy Journal, 3, 90-109.
  • Bamgbose, A. (2007). Language and literacy issues in Africa. In N Alexander and B. Busch (Ed.). Literacy and linguistic diversity in a global perspective: Intercultural exchange with African countries (pp.23-30). Graz, Austria: European Centre for Modern Languages.
  • Barwell, R. (2010. May).Tension in teaching mathematics through a second language. The American Council on Immersion Education (ACTE) Newsletter., 13(3).
  • Beal, C.R., Adams, N.M. and Cohen, P.R. (2010). Reading proficiency and mathematics problem-solving by high school English language learners. Urban Education, 45(1), 58-74.
  • Berry, R. Q. (2003). Mathematics standards, cultural styles and learning preferences: The plight and promise of African-American students. Clearing House, 67(5), 244-249.
  • Berliner, D.C. (1994). Teacher expertise. In B. Moon and A.S. Mayes (ed.). Teaching and learning in the secondary school (pp.107-113). London: Rouledge
  • Bishop, A. (2004). The relationship between mathematics and culture. Opening address delivered at the Iranian Mathematics Education Conference in Kermanshah, Iran.
  • Boud, D., Keogh, R. and Walker, D. (1985).Reflection: Turning Experience into Learning, London: Kogan Page.
  • Boulet, G. (2007). How does language impact the learning of mathematics? Let me count the ways. Journal of Teaching and Learning, 5(1), 1-12
  • Brock-Utne, B. (2005).Education-job no 1: What education, for whom? Reactions to policy paper: Education job no.1. Washington, DC: International Monetary Fund
  • Brock-Utne, B. And Alidou, H. (2011B). Teaching practices-Teaching in a familiar language. In A. Ouane and C. Glanz (Ed.). Optimizing learning: Education and publishing in Africa: The language factor (pp.187-215). Hamburg, Germany: UNESCO Institute of Lifelong Learning.
  • Garrison, L. and Mora, J. K. (1999). Adapting Mathematics Instruction for English Language Learners: The language-concept Connections. Changing the Faces of Mathematics:Perspectives on Latinos, March, 35-48.
  • Charbonneau , M. and John-Steiner, V. (1988). Patterns of experience and the language of Mathematics. In R.R Cocking and J.P Mestre (eds.) Linguistic and cultural influences on learning mathematics: The psychology of education and instruction (pp.91-100). Hillsdale, NJ:
  • Lawrence and Erlbaum Associates Inc. Christie, M.J. (1985). Aboriginal perspectives on experience and learning: The role of language in Aboriginal education. Victoria, Australia: Deakin University Press
  • Cohen, L., and Manion, L., (1994) (4th Edition), Research Methods in Education, London: Routledge
  • Cole, P.M. (1994, Spring). Finding a path through the research maze. The Qualitative Report, 2(1). Retrieved November 28, 2012 from htt://www.nova.edu/ssss/QR/Backissues/QR2- 1/cole.html
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  • Creswell, J.W (2008). Narrative design in educational research: Planning, conducting and evaluating quantitative and qualitative research (3rd). Upper Saddle River, NI: Pearson Education Inc.
  • Cuevas, G.J. (1984). Mathematics learning in English as a second language. Journal for Research in Mathematics Education, 15(2), 134-144.
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  • Durkin, K. And Shire, B. (1991). Lexical ambiguity in mathematical contexts. In K. Durkin and B. Shire (Eds). Language in mathematical education: Research and practice (pp.71-84). Buckingham: Open University Press.
  • Dutcher, N. (2001). Expanding educational opportunities in linguistically diverse societies. Washington, DC: Center for Applied Linguistics
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  • Ernst-Slavit, G. And Slavit, D. (2007b). Teaching mathematics and English to English learners simultaneously. Middle School Journal, 39(2), 4-11.
  • Eshun, B.A (2000).Mathematics education today. Mathematics Connection, 1(1), 12-17.
  • Fenstermacher, G.D. (1994). The knower and the known: The nature of knowledge on teaching. Review of Research in Education, 20, 3-56.
  • Feza-Piyose, N. (2012). Language: A cultural capital for conceptualizing mathematics knowledge. International Electronic Journal of Mathematics Education, 7(2), 61-79
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Learning Mathematics in English at Basic Schools in Ghana: A Benefit or Hindrance?

Yıl 2015, Cilt: 4 Sayı: 3, 124 - 139, 15.07.2015
https://doi.org/10.12973/eu-jer.4.3.124

Öz

Facilitating effective mathematics learning and higher mathematics achievement have long been recognized as a key to the scientific and technological advancement of the African continent. While the central role that language proficiency plays in mathematics teaching and learning has received an overwhelming research attention in the literature over the past two decades, this is not the case among African policy-makers and political leaders. Drawing mainly from our professional experiences as mathematics educators and from the international research literature, our primary intent in this paper is to answer this question: How does the learning of mathematics in English at the basic school level help or hinder students’ mathematical proficiency? To answer this question, the paper is organized as follows. The first part, the introduction, gives a brief overview of the language of learning and teaching in Africa. The second part describes the method and conceptual framework undergirding the research. In the third section, we have analyzed the effects of mathematics learning and teaching through English for basic students whose mother tongue is a Ghanaian language. The conclusion offers four recommendations for developing and improving the mathematics proficiency of students in basic schools.

Kaynakça

  • Abedi, J. And Lord, C. (2001). The language factor in mathematics tests. Applied Measurement in Education, 14(3), 219-234.
  • Abreu, G.de., Bishop, A. J and Presmeg, N. (2002). Mathematics learners in transition. In G. De. Abreu,. A. Bishop and N. Presmeg (eds).Transitions between contexts of mathematical practices (pp.7-21). The Netherlands: Kluwer Academic Publications.
  • Adetunde, I. A. (2007). Improving the teaching and learning of mathematics in second cycle institutions in Ghana. Pakistan Journal of Social Sciences, 4(31), 340-344.
  • Adetunde, I. A. (2009). Improving the teaching and learning of mathematics in second cycle institutions in Ghana (paper 2). Report and Opinion, 1(3), 33-35.
  • Adler, J. (1998). A language of teaching dilemmas: Unlocking the complex multilingual secondary mathematics classroom. For the Learning of Mathematics, 18, 24–33.
  • Allardice, B. And Ginsberg, H. (1982). Children’s psychological difficulties in mathematics. In H. Ginsberg (eds.), The development of mathematical thinking (pp.319-350). New York:Academic Press Inc.
  • Alidou, H and Brock-Utne, B. (2011). Teaching practices-Teaching in a familiar language. In A. Ouane and C. Glanz (Ed.). Optimizing learning: Education and publishing in Africa: The language factor (pp.159-184). Hamburg, Germany: UNESCO Institute of Lifelong Learning.
  • Ampadu, E. (2012). Students’ perceptions of their teachers’ teaching of mathematics: The case of Ghana. International online Journal of Educational Sciences, 4(2), 351-358.
  • Ampah-Mensah, A. (2009). Teachers’ use of language in teaching mathematics in basic schools in Cape Coast, Ghana. In M. Joubert (eds), Proceedings of British Society for Research into Learning Mathematics, Bristol University, June 19-20th.
  • Ampiah, J.G. (2008). An investigation of provision of quality basic education in Ghana: A case study of selected schools in the Central Region. CICE Hiroshima University, Journal of International Cooperation in Education, 11(3), 19-37.
  • Ampiah, J.G. (2010). Quality basic education in Ghana: Prescription, praxis and problems. Paper presented at the Experience Sharing Seminar, January 17-19, Erata Hotel, Accra, Ghana.
  • Anamuah-Mensah, J and Mereku(2005). Ghanaian JSS2 students’ abysmal mathematics achievement in TIMSS-2003: A consequence of the basic school mathematics curriculum. Mathematics Connection, 5, 1-13.
  • Anstrom, K. (1997). Academic achievement for secondary language minority: Standards, measures and promising practice. Accessed from http://www.ncela.gwu,edu/pubs/reports/acadach.htm
  • Awanta, E.K (2009). Students’ view of mathematics: A survey of junior and senior high schools in the Ashanti and Brong Ahafo regions. Ghana Policy Journal, 3, 90-109.
  • Bamgbose, A. (2007). Language and literacy issues in Africa. In N Alexander and B. Busch (Ed.). Literacy and linguistic diversity in a global perspective: Intercultural exchange with African countries (pp.23-30). Graz, Austria: European Centre for Modern Languages.
  • Barwell, R. (2010. May).Tension in teaching mathematics through a second language. The American Council on Immersion Education (ACTE) Newsletter., 13(3).
  • Beal, C.R., Adams, N.M. and Cohen, P.R. (2010). Reading proficiency and mathematics problem-solving by high school English language learners. Urban Education, 45(1), 58-74.
  • Berry, R. Q. (2003). Mathematics standards, cultural styles and learning preferences: The plight and promise of African-American students. Clearing House, 67(5), 244-249.
  • Berliner, D.C. (1994). Teacher expertise. In B. Moon and A.S. Mayes (ed.). Teaching and learning in the secondary school (pp.107-113). London: Rouledge
  • Bishop, A. (2004). The relationship between mathematics and culture. Opening address delivered at the Iranian Mathematics Education Conference in Kermanshah, Iran.
  • Boud, D., Keogh, R. and Walker, D. (1985).Reflection: Turning Experience into Learning, London: Kogan Page.
  • Boulet, G. (2007). How does language impact the learning of mathematics? Let me count the ways. Journal of Teaching and Learning, 5(1), 1-12
  • Brock-Utne, B. (2005).Education-job no 1: What education, for whom? Reactions to policy paper: Education job no.1. Washington, DC: International Monetary Fund
  • Brock-Utne, B. And Alidou, H. (2011B). Teaching practices-Teaching in a familiar language. In A. Ouane and C. Glanz (Ed.). Optimizing learning: Education and publishing in Africa: The language factor (pp.187-215). Hamburg, Germany: UNESCO Institute of Lifelong Learning.
  • Garrison, L. and Mora, J. K. (1999). Adapting Mathematics Instruction for English Language Learners: The language-concept Connections. Changing the Faces of Mathematics:Perspectives on Latinos, March, 35-48.
  • Charbonneau , M. and John-Steiner, V. (1988). Patterns of experience and the language of Mathematics. In R.R Cocking and J.P Mestre (eds.) Linguistic and cultural influences on learning mathematics: The psychology of education and instruction (pp.91-100). Hillsdale, NJ:
  • Lawrence and Erlbaum Associates Inc. Christie, M.J. (1985). Aboriginal perspectives on experience and learning: The role of language in Aboriginal education. Victoria, Australia: Deakin University Press
  • Cohen, L., and Manion, L., (1994) (4th Edition), Research Methods in Education, London: Routledge
  • Cole, P.M. (1994, Spring). Finding a path through the research maze. The Qualitative Report, 2(1). Retrieved November 28, 2012 from htt://www.nova.edu/ssss/QR/Backissues/QR2- 1/cole.html
  • Connelly, M.F. and Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.
  • Creswell, J.W (2008). Narrative design in educational research: Planning, conducting and evaluating quantitative and qualitative research (3rd). Upper Saddle River, NI: Pearson Education Inc.
  • Cuevas, G.J. (1984). Mathematics learning in English as a second language. Journal for Research in Mathematics Education, 15(2), 134-144.
  • Dewey, J. (1933). How we think. Boston, MA: D.C. Heath.
  • Durkin, K. And Shire, B. (1991). Lexical ambiguity in mathematical contexts. In K. Durkin and B. Shire (Eds). Language in mathematical education: Research and practice (pp.71-84). Buckingham: Open University Press.
  • Dutcher, N. (2001). Expanding educational opportunities in linguistically diverse societies. Washington, DC: Center for Applied Linguistics
  • Ellis, C. (1995). Final negotiations: A story of love, loss and chronic illness. Philadelphia: Temple University Press.
  • Ernst-Slavit, G. And Slavit, D. (2007a). Educational reform, mathematics, and English language learners: Meeting the needs of all students. Multicultural Education, 14(4), 20-27.
  • Ernst-Slavit, G. And Slavit, D. (2007b). Teaching mathematics and English to English learners simultaneously. Middle School Journal, 39(2), 4-11.
  • Eshun, B.A (2000).Mathematics education today. Mathematics Connection, 1(1), 12-17.
  • Fenstermacher, G.D. (1994). The knower and the known: The nature of knowledge on teaching. Review of Research in Education, 20, 3-56.
  • Feza-Piyose, N. (2012). Language: A cultural capital for conceptualizing mathematics knowledge. International Electronic Journal of Mathematics Education, 7(2), 61-79
  • Ferreira, J.G (2011). Teaching life sciences to English second language learners: What do teachers do? South African Journal of Education, 31, 102-113
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Toplam 117 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Diğer ID JA59UP69HB
Bölüm Araştırma Makalesi
Yazarlar

Eric Fredua-kwarteng Bu kişi benim

Francis Ahia Bu kişi benim

Yayımlanma Tarihi 15 Temmuz 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 4 Sayı: 3

Kaynak Göster

APA Fredua-kwarteng, E., & Ahia, F. (2015). Learning Mathematics in English at Basic Schools in Ghana: A Benefit or Hindrance?. European Journal of Educational Research, 4(3), 124-139. https://doi.org/10.12973/eu-jer.4.3.124
AMA Fredua-kwarteng E, Ahia F. Learning Mathematics in English at Basic Schools in Ghana: A Benefit or Hindrance?. eujer. Temmuz 2015;4(3):124-139. doi:10.12973/eu-jer.4.3.124
Chicago Fredua-kwarteng, Eric, ve Francis Ahia. “Learning Mathematics in English at Basic Schools in Ghana: A Benefit or Hindrance?”. European Journal of Educational Research 4, sy. 3 (Temmuz 2015): 124-39. https://doi.org/10.12973/eu-jer.4.3.124.
EndNote Fredua-kwarteng E, Ahia F (01 Temmuz 2015) Learning Mathematics in English at Basic Schools in Ghana: A Benefit or Hindrance?. European Journal of Educational Research 4 3 124–139.
IEEE E. Fredua-kwarteng ve F. Ahia, “Learning Mathematics in English at Basic Schools in Ghana: A Benefit or Hindrance?”, eujer, c. 4, sy. 3, ss. 124–139, 2015, doi: 10.12973/eu-jer.4.3.124.
ISNAD Fredua-kwarteng, Eric - Ahia, Francis. “Learning Mathematics in English at Basic Schools in Ghana: A Benefit or Hindrance?”. European Journal of Educational Research 4/3 (Temmuz 2015), 124-139. https://doi.org/10.12973/eu-jer.4.3.124.
JAMA Fredua-kwarteng E, Ahia F. Learning Mathematics in English at Basic Schools in Ghana: A Benefit or Hindrance?. eujer. 2015;4:124–139.
MLA Fredua-kwarteng, Eric ve Francis Ahia. “Learning Mathematics in English at Basic Schools in Ghana: A Benefit or Hindrance?”. European Journal of Educational Research, c. 4, sy. 3, 2015, ss. 124-39, doi:10.12973/eu-jer.4.3.124.
Vancouver Fredua-kwarteng E, Ahia F. Learning Mathematics in English at Basic Schools in Ghana: A Benefit or Hindrance?. eujer. 2015;4(3):124-39.