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Title [sv]
Effekter på krav på läsförmåga när matematikuppgifter översätts mellan olika språk
Title [en]
Effects on the demand of reading ability when translating mathematical tasks between different languages
Abstract [sv]
Idag genomförs stora internationella studier (t.ex. PISA) där elevers matematikkunskaper jämförs mellan olika länder. Resultaten från dessa studier har ofta stort genomslag i media och påverkar politiska beslutsfattare och det är därför viktigt att de är rättvisande. Det finns dock studier som visar att det inte är självklart att samma matematikuppgift på två olika språk mäter samma sak, t.ex. kan elever med olika språk men med samma matematiska förmåga ha olika stora chanser att lösa en uppgift korrekt (trots att var och en får uppgiften på sitt eget språk). Ibland beror sådana skillnader på rena misstag när uppgifterna översätts, men orsaken kan också vara inneboende egenskaper hos de språk som uppgifterna formulerats i. Det kan handla om att vissa ord inte går att översätta ordagrant eller om att grammatiska strukturer som används för att formulera matematiskt innehåll har olika egenskaper i olika språk. Projektet kommer att undersöka PISA-uppgifter primärt på svenska, engelska och tyska, för att avgöra om egenskaper hos dessa språk påverkar uppgifternas krav på läsförmåga hos lösaren. Det saknas studier av uppgifter på svenska liksom i fler än två språk samtidigt och detta projekt är därför av hög vikt. Inom projektet görs statistiska analyser på sambandet mellan uppgifters formuleringar och elevers resultat i matematik och läsning i PISA. Målet är att öka förståelsen för relationen mellan matematikuppgifters språk och deras krav på elevernas läsförmåga.
Abstract [en]
Students? mathematical knowledge is often examined through international comparative studies (e.g., PISA). The results have made great impact in media and on political decisions and it is therefore important that they are as correct as possible. There are, however, studies showing that the same mathematical task in two different languages might not measure the same thing. Students using different languages but with the same mathematical ability might have different probability of solving a particular task (even though they both read it in their own language). The reason can be pure translational errors, but sometimes it has been shown to be inherent properties of the languages that the tasks are formulated in. For example, some grammatical structures used to formulate mathematical content have different properties in different languages. The project will examine PISA tasks primarily in Swedish, English and German, to determine whether properties of the languages affect the tasks demand of reading ability. Within the project there will be statistical analyses regarding the connection between the wording of tasks and students? performances in mathematics and reading in PISA. The goal is to enhance the understanding of the relation between the language of mathematics tasks and their demand of reading ability. There is a lack of such studies regarding Swedish, and also of studies comparing more than two languages, which makes the project highly relevant.
Publications (1 of 1) Show all publications
Edmonds-Wathen, C., Bergqvist, E. & Österholm, M. (2016). Framework of linguistic properties to compare mathematics tasks in different languages. In: Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist (Ed.), ICT in mathematics education: the future and the realities: Proceedings of MADIF 10 The tenth research seminar of the Swedish Society for Research in Mathematics Education Karlstad, January 26–27, 2016. Paper presented at MADIF 10: The tenth research seminar of the Swedish Society for Research in Mathematics Education Karlstad, January 26–27, 2016 (pp. 146-146). Göteborgs universitet
Open this publication in new window or tab >>Framework of linguistic properties to compare mathematics tasks in different languages
2016 (English)In: ICT in mathematics education: the future and the realities: Proceedings of MADIF 10 The tenth research seminar of the Swedish Society for Research in Mathematics Education Karlstad, January 26–27, 2016 / [ed] Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist, Göteborgs universitet , 2016, p. 146-146Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This study aims to construct a framework of linguistic properties of mathematical tasks that can be used to compare versions of mathematics test tasks in different natural languages. The framework will be useful when trying to explain statistical differences between different language versions of mathematical tasks, for example, differences in item functioning (DIF) that are due to inherent properties of different languages. Earlier research suggests that different languages might have different inherent properties when it comes to expressing mathematics. We have begun with a list of linguistic properties for which there are indications that they might affect the difficulty of a task. We are conducting a structured literature review looking for evidence of connections between linguistic properties and difficulty. The framework should include information about each property including methods used to measure the property, empirical and/or theoretical connections to aspects of difficulty, and relevance for mathematical tasks.
Place, publisher, year, edition, pages
Göteborgs universitet, 2016
Series
Skrifter från Svensk Förening för MatematikDidaktisk Forskning ; 11
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-159492 (URN)978-91-984024-0-7 (ISBN)
Conference
MADIF 10: The tenth research seminar of the Swedish Society for Research in Mathematics Education Karlstad, January 26–27, 2016
Funder
Riksbankens Jubileumsfond, P130226:1
Available from: 2019-05-29 Created: 2019-05-29 Last updated: 2019-06-12Bibliographically approved
Co-InvestigatorÖsterholm, Magnus
Co-InvestigatorBergqvist, Ewa
Principal InvestigatorBergqvist, Ewa
Coordinating organisation
Umeå University
Funder
Period
2014-01-01 － 2015-12-31
National Category
Didactics
Identifiers
DiVA, id: project:498Project, id: P13-0226:1_RJ

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