Scaffolding word problem solving in junior secondary L2 Mathematics classrooms

Abstract

In Mathematics, word problems require learners to make sense of a highly specific linguistic form, draw on their social and cultural experience to understand the scenario portrayed in the problem and solve an implied mathematical problem simultaneously (Barwell, 2009). This paper examines the scaffolding strategies that teachers and learners apply to word problem solving in two English-medium junior secondary Mathematics classrooms in Hong Kong (HK). It stems from a naturalistic study investigating the relationship between content-based instruction and L2 learning in learners’ transition from Chinese-medium primary education to L2 (English) Mathematics learning in key stage 3. A study of L2 classroom talk engaging with word problems is highly relevant; word problems represent a genre connecting mathematics and language (e.g. see Gerofsky, 1999; Barwell, 2011; Li, 2012). Clarification of meaning is also essential for any ambiguous words and concepts in word problems. Hence, the scaffolding strategies that teachers and learners adopted in making sense of and solving word problems co-constructively in L2 Mathematics classrooms merit a close examination. Observational data is drawn from 19 video recordings of two English-medium Mathematics classrooms in a HK school - a Year 7 “Rate and ratio” classroom and a Year 8 “Linear equations in two unknowns” classroom taught by different teachers. Lesson extracts of teachers demonstrating techniques of dissecting word problems; seatwork; pair/group discussion and teacher support are identified with coded transcripts. This presentation will identify some emerging questions: i) How new vocabulary in word problems should be tackled; ii) Why some familiar vocabulary could be conceptually ambiguous to learners; and, iii) Why word problems could be problematic even when learners know every single word. I will illustrate with lesson excerpts on how the two teachers have addressed these questions with progressive scaffolding. They explicate the conceptual linkage of word problems and demonstrate how to deconstruct questions at sentence level mathematically. To ensure triangulation, stimulated-recall interviews - with reference to sampled textbook pages and seatwork exercise - have been conducted with teachers and learners to elicit their thoughts on these observations. Interestingly, data demonstrate that learners have modelled on teacher scaffolding and in turn, provided support to their peer dominantly in L1. Findings show that reciprocal scaffolding is traceable throughout the word problem solving process, e.g. in negotiating meaning, clarifying concepts, and presenting answers logically and concisely. This study sheds light on the communal scaffolding strategies in word problem solving in L2 Mathematics classrooms. It provides insights on the implications of L1 and L2 (if any) on enhancing learners’ mathematical understanding and articulation of their understanding.