PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
Code-switching and mathematics assessment: Some anecdotal evidence of persistence of first language
Page: 1066
One of the most difficult things for a monolingual teacher to decide is if errors by a student who is acquiring English language reflect a lack of mathematical understanding or some problems with English language. This paper buttresses this point with some anecdotal evidences from mathematical works of Preparatory Year University students in which students might be right, but the chances are high that the teacher, especially monolingual will wrong him. The result shows the dominance of students’ first language (Arabic) over the language of teaching and learning (English) while students are doing mathematics. This show how the language conflict can affect students’ assessment in mathematics.