The Mathematics Performance of Aboriginal Pupils for Computation and Word Problem Items in Using Academic and Community Languages
More details
Hide details
School of Education, Universiti Utara Malaysia 06010 Sintok Kedah Darul Aman, MALAYSIA
Centre for Testing, Measurement and Appraisal (CeTMA), Universiti Utara Malaysia 06010 Sintok Kedah Darul Aman, MALAYSIA
UUM STEM Academy, Universiti Utara Malaysia 06010 Sintok Kedah Darul Aman, MALAYSIA
Publication date: 2021-06-24
EURASIA J. Math., Sci Tech. Ed 2021;17(8):em1989
This comparative research study examined Grade Five Malaysian Aboriginal pupils’ mathematical performance on 30 computation and 20 word problem items in the academic Malay language and community Temiar language. The items were constructed in the Malay language before adapting and audio recording into the Temiar language using experienced Mathematics teachers and native speakers. One test consisting of monolingual test items written in Malay language (MAL) and, another bilingual test with audio test items in Temiar language and written items in Malay language (BCL) were constructed. These two tests with identical content validity, were administered spirally among 237 pupils from eight schools in two states. Findings indicated that for computation and word problem items, pupils found the BCL test easier. They performed significantly better in computation items than in word problem items for both tests, with Cohen’s d medium to high effect. The community language helped to alleviate the linguistics complications.
American Educational Research Association, American Psychological Association, National Council on Measurement in Education, Joint Committee on Standards for Educational and Psychological Testing (U.S.). (2014). Standards for educational and psychological testing. AERA.
Clark-Gareca, B. (2016). Classroom assessment and English language learners: Teachers’ accommodations implementation on routine math and science tests. Teaching and Teacher Education, 54, 139-148.
Cohen, J. (1962). The statistical power of abnormal-social psychological research: A review. The Journal of Abnormal and Social Psychology, 65, 145-153.
Cohen, J. (1977). Statistical power analysis for the behavioral sciences (rev. ed.). Academic Press.
Cummings, G., & Calin-Jageman, R. (2017). Introduction to the new statistics: Estimation, open science, and beyond. Routledge.
Cummins, J. (1996). Negotiating identities: education for empowerment in a diverse society. California Association for Bilingual Education.
Deyhle, D., & Swisher, K. (1997). Research in American Indian and Alaska Native education: From assimilation to self-determination. In M. W. Apple (Ed.), Review of Research in Education. (Vol 22, pp. 113-194). American Educational Research Association.
Dockett, S., & Perry, B. (2013). Trends and tensions: Australian and international research about starting school. Australasian Journal of Early Childhood, 34(1), 20-27.
Edmonds-Wathen, C. (2015). Indigenous language speaking students learning mathematics in english: Expectations of and for teachers. The Australian Journal of Indigenous Education, 44(1), 48-58.
Ellis, P. D. (2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge University Press.
Frid, S. (1993) Communicating mathematics: a social sharing of language and decisions pertaining to truth and validity. In M. Stephens, A. Waywood, D. Clarke & J. Izard (Eds.), Communicating Mathematics: perspectives from classroom practice and current research (pp. 26-40). Melbourne, Australian Council for Educational Research Ltd.
Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in socio- historical realities. Canadian Journal of Native Education, 25(1), 68-82.
Graham, B. (1986) Language and mathematics in the aboriginal context: A study of classroom interactions about addition in the early years (M.Ed, thesis), Deakin University.
Haag, N., Heppt, B., Stanat, P., Kuhl, P., & Pant, H. A. (2013). Second language learners’ performance in mathematics: Disentangling the effects of academic language features. Learning and Instruction, 28, 24-54.
Jorgensen, Z. R., Grootenboer, P., Niesche, R., & Lerman, S. (2010). Challenges for teacher education: the mismatch between beliefs and practice in remote Indigenous contexts, Asia-Pacific Journal of Teacher Education, 38(2), 161-175,
Klenowski, V. (2009) Australian Indigenous students: addressing equity issues in assessment, Teaching Education, 20(1), 77-93.
Lancy, D. (1983). Cross-cultural studies in cognition and mathematics. Academic Press.
Lee, J. S. (2014). The relationship between student engagement and academic performance: Is it a myth or reality? The Journal of Educational Research, 107(3), 177-185.
Lee, T. (2015). The significance of self-determination in socially, culturally and linguistically responsive (SCLR) education in Indigenous contexts. Journal of American Indian Education, 54, 10-32. Retrieved April 19, 2021, from
Meaney, T., & Evans, D. (2013). What is the responsibility of mathematics education to the Indigenous students that it serves? Education Study Mathematics, 82, 481-496.
Miller, J., & Armour, D. (2019). Supporting successful outcomes in mathematics for Aboriginal and Torres Strait Islander students: a systematic review, Asia-Pacific Journal of Teacher Education, 49(1), 1-17.
Plath, J., & Leiss, D. (2018). The impact of linguistic complexity on the solution of mathematical modeling tasks. ZDM Mathematics Education, 50(1-2), 159-171.
Sani, N., & Idris, A. R. (2013). Identifying the challenges encountered by teachers in dealing with indigenous students. Malaysian Online Journal of Educational Management, 1(3), 48-63.
Shealy, R., & Stout, W. (1993). A model-based standardization approach that separates true bias/DIF from group ability differences and detects test bias? DIF as well as item bias/DIF. Psychometrika, 58, 159-194.
Sireci, S., Scarpati, S., & Li, S. (2005). Test accommodations for students with disabilities: An analysis of the interaction hypothesis. Review of Educational Research, 75, 457-490.
Spanos, G., Rhodes, N. C., Dale, T. C., & Crandall, J. (1988). Linguistic features of mathematical problem solving: insights and applications. In R. R. Cocking & J. P. Mestre (Eds.), Linguistic and cultural influences on mathematics learning (pp. 221-240). Lawrence Erlbaum Associates.
Trumbull, E., & Nelson-Barber, S. (2019). The ongoing quest for culturally-responsive assessment for Indigenous students in U.S. Frontiers Education: Cultural contexts and Priorities In assessment.
Videnovic, M. (2017). Oral vs. written exams: What are we assessing in Mathematics?. IMVI Open Mathematical Education Notes, 7(1), 1-7.
Warren, E., & Miller, J. (2013). Young Australian Indigenous students’ effective engagement in mathematics: The role of language, patterns, and structure. Mathematics Education Research Journal, 25(1), 151-171.
Warren, E., & Miller, J. (2016). Mathematics at the margins. Springer.
Warren, E., Cooper, T. J., & Baturo, A. R. (2004). Indigenous students and mathematics: Teachers’ perceptions of the role of teacher aides. The Australian Journal of Indigenous Education, 33, 37-46.
Watson, H. (1988) Language and mathematics education for aboriginal‐australian children, Language and Education, 2(4), 255-273,
Williams, L., & Tanaka, M. (2007). Schalay’nung Sxwey’ga: Emerging cross cultural pedagogy in the academy. Educational Insights, 8(3), 1-21.
Wong, N. (2002). Conceptions of doing and learning Mathematics among Chinese. Journal of Intercultural Studies, 23(2), 211-229.
Young-Loveridge, J. (2011). Assessing the mathematical thinking of young children in New Zealand: the initial school years. Early Child Development and Care, 181(2), 267-276.
Journals System - logo
Scroll to top