Articles written by

Esmeralda Zerafa

Volume 10-Issue 2: December 2016

Language Influence on Solving Arithmetic Word Problems

In Malta arithmetic word problems are normally presented in English. This may impinge on the performance of pupils whose first language is Maltese. The main aim of this study was to investigate whether language influences pupils’ performance on arithmetic word problems. The study was carried out with 30 children in Grade 3 (aged 8 to 9) in the three sectors of the Maltese education system: State, Catholic Church, and Independent. Some participants identified Maltese as their first language whilst others preferred English. Language preference was confirmed through an informal interview with teachers and during the individual informal interviews held with the participants. During the interview they were asked to recall and solve two multi-levelled sets of word problems, one in Maltese and another in English, and to complete a non-verbal computation sheet. Findings indicated that the pupils found word problems more challenging than non-verbal computations presumably due to the language component. Moreover, it seemed that when problems were in their first language they understood and recalled them better as well as solved them using the correct operation. They also managed to do so quicker without having to translate the word problem since this was already set in their preferred language.
41 min read
Volume 12-Issue 1: June 2018

Establishing Local Norms for Two commercially available Numeracy Standardized Tests to identify Maltese Children with Mathematics Learning Difficulties

Mathematics Learning Difficulties (MLD) are of international and national concern. International research estimates that between four and seven percent of any population struggle with the learning of mathematics (Geary, 2004). Nonetheless, locally this field of research is still not adequately researched. Moreover, no numeracy assessment has been standardized with children in Malta. Consequently identifying children with MLD is based locally on using assessments which have been developed and standardized in other countries, in particular the U.K.. My doctorate research project aimed at finding effective strategies that help children to overcome their difficulties in Mathematics. The study was conducted with Grade 5 (9 to 10 years old) learners attending seven Catholic Church schools for boys. Six case studies were carried out with pupils attending the same school, who were selected to follow an intervention programme. The programme aimed at supporting learners with MLD to master the numeracy components that are fundamental for mathematics learning. This with the hope of finding effective strategies that would help learners struggling with mathematics to make the desired progress in the subject. This paper describes the process of sample selection. Three tests, which have been standardized in the U.K., were administered to a sample population of 352 boys out of the 704 boys attending Church schools for boys in Grade 5 and norms were established. The tests were then administered to all the boys attending Grade 5 at the school where I taught (50 pupils). The established local norms were then used to identify the boys with MLD who would participate in the intervention programme.