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 language | English |
|---|---|
| Title of host publication | Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education |
| Editors | Kim Beswick, Tracey Muir, Jill Wells |
| Publisher | The International Group for the Psychology of Mathematics Education |
| Pages | 249-256 |
| Number of pages | 8 |
| Volume | 2 |
| ISBN (Print) | 978-1-86295-829-6 |
| Publication status | Published - 2015 |
| Event | 39th Conference of the International Group for the Psychology of Mathematics Education - Hobart, Australia Duration: 13 Jul 2015 → 18 Jul 2015 |
Conference
| Conference | 39th Conference of the International Group for the Psychology of Mathematics Education |
|---|---|
| Country/Territory | Australia |
| City | Hobart |
| Period | 13/07/15 → 18/07/15 |