Equity
Students struggle with language barriers constantly in a Mathematics classroom. In Tanzania this is even more prevalent since English is their third language, (following their tribal language and Kiswahili). Mathematics thus takes fourth place in languages the student knows. I analyzed this in a research paper I completed while studying abroad in Tanzania. Throughout the paper I discussed influences language barriers have on Tanzanian students. What I learned as a teacher assistant in an American school is that this problem faces all students regardless of their location. Mathematics has a diction of its own and most students struggle to embrace these words and use them regularly. However, repetition of these words will help students to understand and use them, so there must be creative strategies put in place to encourage students to want to learn these new words.
I plan to do this by highlighting difficult words in a unit, giving the definitions for these words, repetitively using them in discussions, and writing them in the worksheets or infiltrate them in some way with the current lesson. In doing so, students will have more exposure and thus become more familiar with this diction when it appears later in their assessments. What is important is to be inclusive of all students when teaching these new words. A teacher should teach in a way that students of all levels of understanding, abilities, and strengths can learn and effectively use the material. By believing in the success of all children, the class is more likely to begin using these words.
I chose to select language as my area to study because it is the basis of understanding in a class. If a student is unable to interpret the words coming out of a teacher’s mouth, then they will not be able to grasp the content derived from these words. We must remember this as we teach and be sure to explain the definitions of new words, break down concepts into simpler parts, and encourage the success of all students.
Below is a link to my research paper on the influence of language on the students in a mathematics Tanzanian classroom.
I plan to do this by highlighting difficult words in a unit, giving the definitions for these words, repetitively using them in discussions, and writing them in the worksheets or infiltrate them in some way with the current lesson. In doing so, students will have more exposure and thus become more familiar with this diction when it appears later in their assessments. What is important is to be inclusive of all students when teaching these new words. A teacher should teach in a way that students of all levels of understanding, abilities, and strengths can learn and effectively use the material. By believing in the success of all children, the class is more likely to begin using these words.
I chose to select language as my area to study because it is the basis of understanding in a class. If a student is unable to interpret the words coming out of a teacher’s mouth, then they will not be able to grasp the content derived from these words. We must remember this as we teach and be sure to explain the definitions of new words, break down concepts into simpler parts, and encourage the success of all students.
Below is a link to my research paper on the influence of language on the students in a mathematics Tanzanian classroom.
The Necessity of Kiswahili Language in the Tanzanian Mathematics Classroom | |
File Size: | 57 kb |
File Type: | doc |