Changes in expression when translating arithmetic word questions

    Research output: Chapter in Book/Report/Conference proceedingConference Paper published in Proceedingspeer-review

    Abstract

    Teaching and assessing mathematics in Indigenous languages which do not have developed school mathematics registers may require teachers to translate word questions from a source language into their own language. Differences may occur between the source and the translation due to semantic and syntactic requirements of the target languages and for other reasons during the translation process. We present examples of some translations by teachers of word problems from English into languages of Central Province, Papua New Guinea. Even simple statements can contain multiple changes in translation. Some statements may be difficult or impossible to translate while retaining a comparable mathematical difficulty.
    Original languageEnglish
    Title of host publicationProceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education
    EditorsKim Beswick, Tracey Muir, Jill Wells
    PublisherThe International Group for the Psychology of Mathematics Education
    Pages249-256
    Number of pages8
    Volume2
    ISBN (Print)978-1-86295-829-6
    Publication statusPublished - 2015
    Event39th Conference of the International Group for the Psychology of Mathematics Education - Hobart, Australia
    Duration: 13 Jul 201518 Jul 2015

    Conference

    Conference39th Conference of the International Group for the Psychology of Mathematics Education
    CountryAustralia
    CityHobart
    Period13/07/1518/07/15

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