A language policy for mathematics : a study

Abstract

The main aim of the study is to investigate whether: • Language plays a substantial role in mathematics learning. • Language used in exams and tests have an effect on pupils' performance. • There are any gender differences in mathematical achievement due to language. Test papers, one in Maltese and one in English were constructed in a worded and unworded form. These tests were carried out with 259 pupils (124 girls and 135 boys) attending Form 1 Junior Lyceum during the scholastic year 1995-1996. An analysis was made of the pupils' responses to the items presented in order to identify whether there is an affect of pupils' mother tongue and English on their mathematical achievement. We also tried to analyse whether this effect was related with gender and ability differences. The results of this analysis reveal that girls seem to have outperformed their male siblings in the Total and Unworded English versions of the Mathematics tests. Results also exhibit that ability plays a substantial role, infact the Above Average group performed better than the Average group in all versions of our tests. Evidence also show that language is highly significant in favour of the Malt. > Eng. group in the Total and Worded English versions of the Mathematics test.