EAL undergraduates learning mathematics

被引：9

作者：

Barton, B. ^{[1
]}

Chan, R. ^{[1
]}

King, C. ^{[1
]}

Neville-Barton, P. ^{[2
]}

Sneddon, J. ^{[1
]}

机构：

[1] Univ Auckland, Auckland, New Zealand

[2] UNITEC New Zealand, Auckland, New Zealand

来源：

INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY | 2005年 / 36卷 / 07期

关键词：

D O I：

10.1080/00207390500270950

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper reports on a third study in a series aimed at investigating the issues surrounding the learning of mathematics at The University of Auckland by students who have English as an Additional Language (EAL students). As well as summarizing the earlier studies, it presents some new data showing that the problems experienced by EAL students are not experienced by first language English students (L1 students). The consequences of these studies for undergraduate mathematics at The University of Auckland are explored using English language proficiency data for the whole of the 2005 undergraduate mathematics cohort. This data shows that the consequences of having large numbers of EAL students in an undergraduate mathematics cohort are likely to be much more important than expected, and that recent initiatives to raise literacy entrance levels are having some effect.

引用

页码：721 / 729

页数：9