INVESTIGATING THE RELATIONSHIP BETWEEN ENGLISH LANGUAGE AND MATHEMATICAL LEARNING

This paper reports on a preliminary investigation into the mathematics learning of undergraduate students for whom English is a second language. What are the English-language competencies required to learn mathematics at undergraduate level? Is a general English-language competency sufficient, or is a specific competency required, such as a knowledge of mathematical discourse? Do L1 and L2 students process mathematics in different ways? A test that assesses mathematical understanding in five ways was given to first year mathematics students in a New Zealand university. The results indicate that L2 learners have larger than expected difficulties with text, and that they mistakenly rely more on symbolic modes of working. This study provides directions for further research.