Effects of linguistic variations of word problems on the achievement in high stakes tests
Résumé
In Germany, as in other countries, language proficiency impacts the achievement in mathematics. Linguistic features may constitute possible obstacles for students solving word problems. This study explores the interplay of language proficiency and achievement in mathematics with tasks in which linguistic characteristics were varied experimentally. 640 10 th grade students solved the tasks. An analysis of the shift in difficulty of linguistically varied tasks indicates an irregular scheme: Only tasks with extreme variation of linguistic aspects, for example many nominalizations, show a significant shift. Data collected from student interviews using the think-aloud method show that linguistic aspects can be obstacles and therefore have an impact on the solution process, even if these linguistic aspects may not have an impact on the results in the quantitative part of the study.
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