ERIC Number: ED264143
Record Type: Non-Journal
Publication Date: 1985-Nov
Reference Count: N/A
The Effects of Language and Schooling on the Solution of Simple Word Problems by Nigerian Children. A Report from the Project Using the Microcomputer to Teach Problem-Solving Skills. Program Report 85-17.
Adetula, Lawal O.
This cross-sectional study investigated the problem-solving strategies used by schooled and unschooled Nigerian children to solve simple addition and subtraction problems. The purpose of the study was to: (1) verify with Nigerian children, models of the knowledge and strategies underlying children's solutions to simple word problems; (2) test the influence of children's native language on mathematics performance; and (3) investigate the effects that schooling has on children's solutions of simple addition and subtraction word problems. Individual clinical interviews were used to identify the strategies used by 48 Nigerian schooled children from grades 1 through 4 and 47 Nigerian unschooled children from ages 7- to 14-years-old to solve a broad range of addition and subtraction word problems. Results revealed that the performance of schooled and unschooled children was similar, although unschooled children used the more advanced strategies at older ages than schooled children. As grade or age level increased, solution strategies of both groups of children moved from direct modeling strategies to number of facts learned, both at the recall level and derived from other number facts. Children performed significantly better when problems were presented in their native language than when they were presented in English. (Author/JN)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.
Identifiers - Location: Nigeria