This article reports on the findings of a research study into South East Asian background students' understanding of language in the mathematics classroom. The performance of participants in the study showed that ethnic Southeast Asian students experience difficulties in mathematics in the following situations: when the language of instruction cannot be directly translated into their mother tongue; when it does not relate to their personal experiences; and when it contradicts their culture. This article outlines appropriate strategies for teaching these students.
|Number of pages||7|
|Publication status||Published - Sep 2005|