Language Support in Context-Rich Math Lessons
For many newcomer students who are still learning the Dutch language, solving context-free math problems can temporarily break language barriers. Newcomers may recognize the math problems from other school experiences and, for a moment, don’t have to decode foreign words. However, focusing only on context-free math problems does not prepare them for regular Dutch education. Additionally, it can impact their learning experience if we did not provide language-rich math lessons. Therefore, we want them to learn to work with word problems and participate in mathematical discourse. Providing language support and using the home language can make contextual math more accessible.
When preparing a math lesson, it’s not only important to consider how to achieve the math goal, but also to think about which (mathematical) language goals are relevant. What prior knowledge do students need to achieve both the math goals and the (mathematical) language goals? (Mathematical) language goals consist of mathematical language and daily language. Some newcomers already master the math goals. For them, it is especially important to focus on the (mathematical) language goals. Other newcomers need to achieve both goals.
Text: Ellis drives 382 kilometers in the morning. In the afternoon, she drives 215 kilometers. How many kilometers did she drive in total?
Math problem:
Answer:
Mathematical Language: how many, total, kilometers, sum, answer
Daily Language: Ellis (name), to drive (drives/drive), in the morning, in the afternoon
Figure 1. Source: Wereld In Getallen
Working with language support in math lessons can help newcomer students achieve both math goals and (mathematical) language goals. Language support can be planned and spontaneous. Planned language support includes providing example sentences, illustrations or schematic representations of mathematical language, feedback or pre-teaching of relevant mathematical language, modeling the use of mathematical language, and encouraging interaction between students. Spontaneous language support occurs when the teacher immediately responds to students’ needs during the lesson, without prior preparation. In both planned and unplanned language support, the home language can play an important role: allow students to discuss in their home language, look up relevant translations in advance, hang up multilingual illustrated posters, or have students keep a multilingual math dictionary in a notebook.
Language Support for Word Problems:
- Identify the language needed to solve the problems. Consider both math language and daily language.
- Think about how the home language can be used effectively.
- Find or create clarifying sketches/illustrations.
- Model language use through thinking aloud, support sentences, or writing thinking steps on the board. Use all languages.
- Promote interaction by having students verbalize their thinking steps (in any language) or rephrase students’ expressions using math language.
Useful Tools for Language Support in Math Lessons:
Interested in reading more about language support?
Smit, J. (2013). Scaffolding language in multilingual mathematics classrooms. Universiteit Utrecht: CD Bèta Press.
Hanneke Baart | PhD researcher, Translanguaging & Digital Tools
Currently, this blog is only available in English and Dutch. To read it in another language we recommend using the translation tool DeepL.com.
