David Wafula Waswa1
1Department of Mathematics Education, Faculty of Education, Tshik International University, Erbil, Iraq
Abstract: Education is founded on such fundamental aspects as communication. Acquisition of knowledge can therefore only take place in the presence of effective communication. The medium through which communication takes place assumes a central role in the entire process of learning and teaching. Mathematics concepts, being perceived by many as challenging, require a medium of instruction that is clear and easily understandable by learners. The objective of this study was to determine the effects, opinions and implications of the use of English in teaching Mathematics in Thai public schools. Three instruments; Questionnaires, an Interview Schedule and a written test were employed to realize the objectives. It was established that English as a medium of instruction in teaching Mathematics has fundamental effects on the Thai learners, including but not limited to misperception, demotivation and academic development impairment. The learners suggested code-switching as a medium of instruction.
Keywords: Medium of Instruction, Communication, Mathematics, Code-Switching, Misconception
Download the PDF Document
Adler, J. (2001). Teaching mathematics in multilingual classrooms. Dortrecht: Kluwer Academic Publisher.
Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A cognitive-motivation analysis. In R. Ames & C. Ames (Eds.). Research in motivation in education: Student motivation (pp. 177-207). New York: Academic Press.
Andoh-Kumi. (2000). “One Policy, Many Needs.” Unpublished paper presented at the Comparative and International Education Society (CIES) Conference in San Antonio, USA, March 2000.
Anstrom, K. (1997). Academic achievement for secondary language minority students: Standards, measures and promising practices. Retrieved on April 14 at http://www.ncela.gwu.edu/pubs/reports/acadach.htm
Cooper, P., & McIntyre, D. (1996). Effective teaching and learning: Teachers’ and students’ perspectives. McGraw-Hill Education (UK).Crandall, J. (Ed.). (1987). ESL through content-area instruction: Mathematics, science, social Studies. Englewood Cliffs, NJ: Prentice Hall Regents Center for Applied Linguistics.
Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the Optimum age question and some other matters. Working Papers on Bilingualism, 19, 121-129.
Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Darling, F., & Darling, A. (1971). Thailand: The modern kingdom. Singapore: Asia Pacific Press.
Francis, D.J., Riviera, M., Lesaux, N., Kieffer, M., & Riviera, H. (2006) Researched-based recommendations for instruction and academic interventions. Portsmouth, NH: Center on Instruction. Retrieved 16/06/09.
Frederick, P.J. (1991). Active learning in history classes. Teaching History, 16(2), 67-83.
Freeman, B. (2012). Using digital technologies to redress inequities for English language learners in the English speaking mathematics classroom. Computers & Education, 59(1), 50-62.
Gagné, R.M. (1985). The conditions of learning and theory of instruction (4th Ed.). New York: Holt, Rinehart and Winston.
Hornby, S. A. (2005). Advanced learners’ dictionary. Oxford.
Taylor, A. & Tate, D. (1997). Flip it! And you be the judge: Two cooperative-learning activities to teach foreign languages. Cooperative Learning and College Teaching, 7(2), 5-7.
Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematics Education, 26-47.
MacGregor, M. (1993). Teaching Mathematics in English to Students of Non-English-Speaking Background. Multicultural Teaching, 11(3), pp.31-34.
McAndrews, L.J. (1991). Tearing down the wall: Adventures in active learning. The History Teacher, 25(1), 35-43.
Papanastasiou, C. (2002). Effects of background and school factors on the mathematics achievement. Educational Research and Evaluation, 8(1), 55-70.
Post, R. (2009). Teaching mathematics in grades K-: Research-based methods. Minesota: Allyn and Bacon, 1992.
Ryan, M. (2003). Ask the teacher: A practitioner’s guide to teaching and learning in the diverse classroom. Boston: Chestnut Hill Enterprises.
Rovinelli, R. J., & Hambleton, R. K. (1977). The use of content specialists in the assessment of criterion-referenced test item validity: 1977. Dutch J Edu Res.
Sangnapabowon, W. (2003). Higher education reform in Thailand towards quality improvement and university autonomy. Approaches to higher education, intellectual creativity, cultivation of human resources seen in Asian countries. Tokyo, Shizuoka Research Institute.
Schwartz, W. (1991). Teaching limited English proficient students to understand and use mathematics. ERIC/CUE Digest No. 70.
Setati, M. (1998). Code-Switching in a senior primary class of second-language learners. For the Learning of Mathematics, 18(1), pp.34-40.
Smith, O. S. O. (2017). The Influence of language on the teaching and learning of mathematics.
Steele, C. F. (2009). Inspired teacher: How to know one, grow one, or be one. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from http://www.ascd.org/publications/books/108051.aspx
Stigler, J. W., & Hiebert, J. (2004, Feb). Improving Mathematics instruction. Educational Leadership, 61(5), 12-17.
Tripasai, P. (2005). Debating Anna: The textual politics of English literature teaching in Thailand. In Doing the Public Good: Positioning Education Research. Australian Association for Educational Research 2004 Conference Papers (pp. 1 – 18). Australian Association for Research in Education.
Troutman, A, P. & Lichtenberg B, K. (2003). Mathematics: A good beginning. 6th edn. Belmont: Thomson Wadsworth.
Van, H. (1984). A child’s thought in geometry. In: D Fuys, D Geddes & R Tischle r (eds). English translation of selected writings of Dina van Hile-Geldof and PM van Hieles (243-252). Columbus, OH: ERIC.
International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), March 2020, Vol.7, No.2