International Journal of Mathematics Trends and Technology
Volume 53 | Number 6 | Year 2018 | Article Id. IJMTT-V53P556 | DOI : https://doi.org/10.14445/22315373/IJMTT-V53P556
This paper is an attempt to get some insight on the perceptions, challenges as well as the learning resources of mathematically high performing students at the university level that are handicapped with very weak background in English – the new language of instruction. The data of the study consist of the response of twenty three of these students to the series of an open-ended survey. As expected, lack of proficiency in English is found to be one of the major challenges of learning mathematics in English for these students. However, in line with Cummins’ Developmental Interdependence Hypothesis, students’ strong background in Arabic is speculated to be the major learning resources of this class of students. Although the participants believe that the language switch from Arabic to English have some negative impact on their mathematical understanding and performance, surprisingly most preferred to continue with English rather than going back to Arabic as a language of instruction.
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Balarabe Yushau, "Perceptions, Challenges and the Resources of Learning Mathematics in English for a “Mathematically Intelligent” Bilingual Arab University Student tith Weak English Background," International Journal of Mathematics Trends and Technology (IJMTT), vol. 53, no. 6, pp. 453-463, 2018. Crossref, https://doi.org/10.14445/22315373/IJMTT-V53P556
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