| Title: |
Linguistic Complexity of Elementary Mathematics Word Problems and Their Translations |
| Language: |
English |
| Authors: |
Lisa M. Domke (ORCID 0000-0002-6611-3441); María A. Cerrato (ORCID 0009-0002-4858-1580); Elizabeth H. Sanders (ORCID 0000-0002-3144-4873); Michael Vo (ORCID 0000-0002-1224-9626) |
| Source: |
Language and Education. 2025 39(1):37-53. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
17 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education; Elementary Education; Grade 1; Primary Education; Grade 4; Intermediate Grades |
| Descriptors: |
Difficulty Level; Word Problems (Mathematics); Mathematics Instruction; Mathematics Skills; Reading Comprehension; Grade 1; Grade 4; Elementary School Students; Vocabulary; Cultural Awareness; English; Spanish; French; Contrastive Linguistics; Second Languages; Translation; Morphemes; Error Patterns; Multilingualism; Editing; Sociolinguistics; Addition; Subtraction |
| DOI: |
10.1080/09500782.2024.2375619 |
| ISSN: |
0950-0782; 1747-7581 |
| Abstract: |
Because word problems present mathematical information through a scenario, they are language-intensive and require mathematical and reading comprehension skills to solve them. In addition, they are linguistically complex, which makes them challenging for all learners, especially multilingual learners. Given the rising number of dual-language bilingual programs in the United States--which have the goal of simultaneously supporting content and language learning--it is important to understand the linguistic complexity of word problems and their translations. Therefore, we adopted a sociolinguistic perspective to recognize the inextricable relationship between language and mathematics and conducted a linguistic content analysis of Grades 1 and 4 addition/subtraction word problems in a widely used U.S. elementary curriculum. We analyzed the ways in which word problems were linguistically complex and how complexity differed between English, French, and Spanish translations. We found that word problems were complex due to vocabulary inconsistencies, assumed cultural knowledge, verb tenses, and errors. The French and Spanish translations also had more errors and inconsistencies than the English source text. Findings have implications for curriculum and assessment developers related to multilingual editing and linguistic and contextual consistency, as well as for teachers to support students' engagement with language and mathematics. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1455900 |
| Database: |
ERIC |