Do I Really Prefer to Solve Mathematical Word Problems in a Second Language? A Cognitive Load Perspective

• In Event: Learning Environments for Language, Literacy, and Culture

Abstract

Language may ordinarily account for difficulties in solving word problems and this is particularly true if mathematical word problems are taught in a language other than one’s native language. Cognitive load theory may offer a theoretical framework when investigating word problems because memory plays a major role in solving problems successfully. The main purpose of this study was to investigate the influence of language when solving mathematical word problems while taking into consideration working memory limitations. The study utilized a qualitative method approach and involved three phases, a pre-testing, acquisition, and testing phase. Predominant findings from this study show that students performed better and showed lower mental efforts when both English and Arabic where presented simultaneously. Educational implications are discussed.

Authors

• Jase Moussa-Inaty, Zayed University

• Mark Causapin

• Timothy Groombridge, Zayed University, Abu Dhabi, UAE