Discipline: Science and Mathematics Education
Subcategory: Education
Session: 4
Yarilynn Guadalupe - University of the Virgin Islands
Co-Author(s): Christopher Plyley, University of the Virgin Islands, Virgin Islands, St.Croix
What effect does the language of instruction have on students when learning new mathematical concepts? For example, will Crucian speakers in the U.S. Virgin Islands develop a better understanding of mathematical concepts when these are presented in Crucian rather than in standard academic English? Although the use of creole and other non-standard language varieties in educational environments is often criticized (Torres and Torres 2012), linguistic research in education often shows positive outcomes in students’ learning when they are taught in their native language variety (Wigglesworth et al. 2013). In this study, participants watched video tutorials presenting mathematical topics in academic English and their home language variety (either Standard English or Crucian creole), after which they were assessed on their level of proficiency with the mathematical idea. They were also assessed qualitatively on their perspectives and attitudes towards the use of Crucian an educational setting, as well as their perceived effect of language on their understanding. Our research does indeed suggest that Crucian speakers may develop a better understanding of mathematical concepts when learning in their home language variety. Research is scheduled to continue into the fall in order to increase sample size and to verify and expand upon these preliminary findings.
Funder Acknowledgement(s): NSF HBCU-UP Scholars-1137472
Faculty Advisor: Christopher Plyley, cplyley@gmail.com
Role: I conducted the data base of this research, getting the results, contributed to the background, conclusion, and putting together the poster.