Abstract
When the language of instruction is English, the learning of mathematics by students for whom English is a second language raises some important issues. The complex process of learning a second language becomes especially difficult when the language forms learned first arc those of the classroom. The learning of mathematics requires a variety of linguistic skills that second-language learners may not have mastered. Furthermore. special problems of reliability and validity arise in assessing the mathematics achievement of students from a language minority. A mathematics curriculum is needed that would develop second-language skills, and more research is needed into the relation between second-language learning and mathematics learning.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
