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dc.contributor.authorPavón, Víctor
dc.contributor.authorCabezuelo, Rafael
dc.date.accessioned2019-12-03T14:58:03Z
dc.date.available2019-12-03T14:58:03Z
dc.date.issued2019
dc.identifier.citationPavón, V. & Cabezuelo, R. (2019). Analysing mathematical word problem solving with secondary education CLIL students: A pilot study. LACLIL, 12(1), 18-45. DOI: https://doi.org/10.5294/laclil.2019.12.1.2es_CO
dc.identifier.issn2011-6721
dc.identifier.otherhttps://laclil.unisabana.edu.co/index.php/LACLIL/article/view/10232
dc.identifier.otherhttps://laclil.unisabana.edu.co/index.php/LACLIL/article/view/10232/pdf
dc.identifier.urihttp://hdl.handle.net/10818/38585
dc.description28 páginases_CO
dc.description.abstractThe purpose of this study is to investigate to what extent the use of L2 in math tests influences bilingual education learners’ process of word problem solving in a mandatory secondary education school with Content and Language Integrated Learning (CLIL). The reading comprehension level of the students was analysed using a standards-based assessment and the questions used in Programme for International Student Assessment (PISA) tests. The word problems were selected according to the students’ level of reading-comprehension and mathematical competence. Leaners also had to answer a questionnaire, which was used to analyse if contextual factors were affecting mathematical performance in L2. To this end, the questionnaire included some questions related to the bilingual history of the students and their perception about solving word problems in English. Data were analysed through one-way or two-way ANOVA tests to find out which factors were relevant. Results show that solving word problems is not only affected by the use of L2, but that it also depends on the mathematical difficulty, irrespective of the students’ level of language proficiency. The findings, hence, imply that interaction between linguistic difficulty and mathematical complexity is at the centre of the issues affecting word problem solving.es_CO
dc.formatapplication/pdfes_CO
dc.language.isoenges_CO
dc.publisherUniversidad de La Sabanaes_CO
dc.relation.ispartofseriesLACLIL, 12(1), 18-45
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.sourceinstname:Universidad de La Sabanaes_CO
dc.sourcereponame:Repositorio Institucional de la Universidad de La Sabanaes_CO
dc.subjectMathematicses_CO
dc.subjectSecondary educationes_CO
dc.subjectWord problem solvinges_CO
dc.subjectContextual factorses_CO
dc.subjectReading comprehensiones_CO
dc.subjectStudent evaluationes_CO
dc.titleAnalysing Mathematical Word Problem Solving with Secondary Education CLIL Students: A Pilot Studyes_CO
dc.typearticlees_CO
dc.publisher.departmentDirección de Publicaciones
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsopenAccesses_CO
dc.identifier.doihttps://doi.org/10.5294/laclil.2019.12.1.2


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Attribution-NonCommercial-NoDerivatives 4.0 InternationalExcept where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International