![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
In a bilingual educational setting, even when mathematical word problems are presented in one’s first language, students may still perform poorly if cognitive constraints such as working memory limitations are not taken into consideration. The purpose of this study was to investigate the conditions under which learners are better able to solve word problems when presented in different modes (Reading Only, Listening Only and Reading and Listening). One hundred and thirty-two students from a federal institution in the United Arab Emirates participated in the study. Results indicated that Listening Only was negatively related to performance regardless of language. The study also found that solving mathematical word problems in English and Arabic was positively related to performance only when a dual mode, both Reading and Listening, was used. When solving mathematical word problems, both language and mode of instruction matter. Educational implications are discussed.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Jase Moussa-Inaty
Dr Jase Moussa-Inaty is an Assistant Dean and Associate Professor of Educational Psychology at Zayed University. She is actively engaged in conducting research on various topics such as cognitive load, metacognition, enhancing thinking skills, blended learning, motivation, self-efficacy, science anxiety, parental involvelment and effective teaching and learning processes.
Mark Causapin
Mark Causapin is an Assistant Professor of Mathematics at Concordia College in Moorhead, Minnesota. He teaches courses for prospective elementary and secondary teachers and is currently working on his project on knowledge of the nature of mathematics for teaching. He worked at Zayed University in Abu Dhabi from 2012 to 2016 where he studied issues surrounding learning mathematics in a second language.
Timothy Groombridge
Timothy Groombridge is a Senior Instructor at Zayed University teaching in the Department of English and Writing Studies, University College. He has taught there from 2012 until the present. He teaches writing in the General Education program; students are learning the basics of rhetorical function, paraphrase, summary skills and essay writing. Tim has worked closely with the other authors of this paper and has focused his research on the use of English in other subjects most notably mathematics.