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ERIC Number: ED562119
Record Type: Non-Journal
Publication Date: 2015-Oct
Pages: 4
Abstractor: As Provided
Reference Count: 6
How Can One Learn Mathematical Word Problems in a Second Language? A Cognitive Load Perspective
Moussa-Inaty, Jase; Causapin, Mark; Groombridge, Timothy
International Association for Development of the Information Society, Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, Oct 24-26, 2015)
Language may ordinarily account for difficulties in solving word problems and this is particularly true if mathematical word problems are taught in a language other than one's native language. Research into cognitive load may offer a clear theoretical framework when investigating word problems because memory, specifically working memory, plays a major role in solving problems successfully. The main purpose of this study was to investigate the influence of language when solving mathematical word problems while taking into consideration participant's limited working memory. The participants' main role was to solve word problems in a format that depended on the group they were assigned to. The study utilized a qualitative method approach and involved three phases, a pre-testing, acquisition, and testing phase. Predominant findings from this study show that there was a statistically significant difference between the various groups participants were assigned to. [For the full proceedings, see ED562093.]
International Association for the Development of the Information Society. e-mail:; Web site:
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Arab Emirates