The Problem with Problem Solving and English Language Learners

Laurian Phillips
Jan 18, 2010

Many educators assume that mathematics is a universal language that cuts across all boundaries. It is generally assumed that mathematics is the one content area in which English Language Learners (ELLs) can perform competitively and that low English proficiency is not necessarily a disadvantage because mathematics is not about language but about numbers. Although symbols and numbers are standard across many countries, there are differences in the way they are used or expressed. The way that numbers are read is also different, which can also cause confusion. In English, the numeral 10,000 is read as "ten thousand." In Korea, however, the word, "man," indicates 10,000 and 100,000 is read as "ten man."

Another assumption often made by educators is that mathematics is a culturally neutral subject because it involves numbers. In other words, regardless of the students' cultural or prior knowledge, students of all backgrounds can solve problems when they have adequate mathematics skills and knowledge. The following word problem, however, tells a different story.

Noelle is hanging streamers for a party and needs to attach streamers from the corners of the room to the center of the room. If the room is 34 feet by 34 feet, what will you need to  estimate to find the total number of the streamers used to decorate the room?

The context of decorating the room with streamers would not be an issue to English-speaking students. However, Maria, and other ELL students, asked for a clarification of the word "streamers" because she had just learned the word "stream," referring to a body of water, from reading a story in her ESL class. She understood that the situation in the question did not involve a stream outdoors but a room indoors. All she could think about was the stream of water; she did not know what to make of the word "streamers" that was associated with the room.

This confusion by Maria highlights how the language in a mathematics question can be just as culturally bound as in any other subject. This problem asks students to apply estimation in a culturally bound context. If ELLs do not know that streamers are colored paper strips, they will not recognize that this question involves estimation. This word problem becomes less about mathematics and more about vocabulary.

Research has shown that ELLs perform comparably to their English-speaking counterparts in computational mathematics but not in word problems (Brown 2005). To help ELLs comprehend word problems, teachers need to take time to use vocabulary strategies to teach the words and break down the sentence into chunks and phrases. Scaffolding such as this will help English-speaking students, as well. Modeling through think-alouds help students understand what the problem is asking and how to solve it.

Strategies suggested to help ELL students in the mathematics classroom include creating low-anxiety environments, allowing ELLs to solve problems in familiar ways, allowing diverse problem-solving techniques, establishing predictable routines and signals, using visual cues, and assigning student buddies. Teachers can focus on becoming a language teacher within the mathematics classroom and focus on vocabulary for all students. Using advanced organizers as mathematical connections is one way to link past experiences to new concepts.

If we are to help ELLs, such as Maria, to understand mathematical concepts, teachers should explore how mathematics is language-bound and how language acquisition is the biggest obstacle to learning mathematics for ELLs. Thus, one of the most important things that mathematics teachers can do is to be aware of their role as language teachers (Brown 2007).

References:
Brown, Clara Lee. "Equity of Literacy-Based Math Performance Assessments of English Language Learners." Bilingual Research Journal 29, no. 2 (2005): 337-63
Brown, Clara Lee. "Making Social Studies Texts More Comprehensible for English Language Learners: Some Strategies.": Social Studies 98, no. 5 (2007): 185-88.
Brown, Clara Lee. "Problem Solving and the English Language Learner." Mathematics Teaching in the Middle School 14, no. 9 (2009): 533-39.