The effects of stating problems in bilingual students' first and second languages on solving mathematical word problems
The effects of stating problems in bilingual students' first and second languages on solving mathematical word problems
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DOI：
10.3200/gntp.166.1.117-129
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发表时间：
2005-03-01
影响因子：
1.6
通讯作者：
Calleja, MO
中科院分区：
文献类型：
--
作者：
Bernardo, ABI;Calleja, MO
研究人员认为，在双语者中，解决数学单词问题受到语言因素的影响（K. Durkin & B. Shire, 1991； L. Verschaffel， B. Greer, & E. De Corte, 2000）。其他人认为，学生在解决数学单词问题时表现出排除现实世界约束的强烈倾向（L. Verschaffel， E. De Corte, & S. Lasure, 1994）。在本研究中，作者探讨了用菲律宾语或英语陈述单词问题对菲律宾-英语双语学生如何解决需要应用现实世界知识的单词问题的影响。作者要求双语学生用第一语言或第二语言解决单词问题。对于一些文字问题，现实生活中的限制阻碍了数学过程的直接应用。作者分析了学生的解决方案，以确定单词问题的语言是否影响了在解决方案中应用现实生活约束的倾向。结果表明，双语学生(a)在解决问题时很少考虑现实生活中的限制，(b)在理解和解决用母语表述的单词问题方面更成功，(c)在解决用第二语言表述的问题时更容易遇到失败。研究结果讨论了双语者的语言和数学问题解决过程之间的关系。
Researchers have suggested that among bilinguals, solving word problems in mathematics is influenced by linguistic factors (K. Durkin & B. Shire, 1991; L. Verschaffel, B. Greer, & E. De Corte, 2000). Others have suggested that students exhibit a strong tendency to exclude real-world constraints in solving mathematics word problems (L. Verschaffel, E. De Corte, & S. Lasure, 1994). In the present study, the authors explored the effects of stating word problems in either Filipino or English on how Filipino-English bilingual students solved word problems in which the solution required the application of real-world knowledge. The authors asked bilingual students to solve word problems in either their first or second language. For some of the word problems, real-life constraints prevented straightforward application of mathematical procedures. The authors analyzed the students' solutions to determine whether the language of the word problems affected the tendency to apply real-life constraints in the solution. Results showed that the bilingual students (a) rarely considered real-life constraints in their solutions, (b) were more successful in understanding and solving word problems that were stated in their first language, and (c) were more likely to experience failure in finding a solution to problems stated in their second language. The results are discussed in terms of the relationship between linguistic and mathematical problem-solving processes among bilinguals.