Learning mathematics in a second language: A problem with more and less

Abstract

An investigation into the development of the understanding of the relational terms ‘more’ and ‘less’ when used in a mathematical setting is described for two distinet groups of children. The first is a group of Papua New Guinean children attending government schools in Papua New Guinea; English isthe second language for these children. The second is a group of expatriate children attending international primary schools in Papua New Guinea. English is the first language for these children. The language of instruction in both school systems is English. In all, 376 Papua New Guinean children in grades 2, 4, 6, 8 and 10, and 255 expatriate children in grades 2, 4, and 6 were given a test in which the words ‘more’ and ‘less’ were used in different contexts. Although analysis of errors suggested that Papua New Guinean and expatriate children tended to make qualitatively similar errors, substantial differences were found in the grade levels by which class mastery of a given meaning could be assumed, with the Papua New Guinean children lagging from 2 to 4 years behind their expatriate contemporaties. This difference appears to have serious educational implications for the learning of elementary mathematics in Papua New Guinea.