Assessment Strategy in Mathematics for Second Language Learners

Abstract

Mathematics achievement at school is one of the best predictors of success at tertiary level and thus of cardinal importance to any developing country.Second-language learners who attend English medium schools find themselves in situations which places high demands on them in order to process loads of information to master not only the English language, but mathematics concepts and to apply their mathematics knowledge in other subjects.Language discourses much of what manifests in the mathematics classes.The proposed comprehensive assessment strategy to assess and handle English second language learners problems in mathematics is based on an assessment of a) cognitive facets; b) hidden and visible affective facets c) meta-cognitive functioning.This model is based on results of two QUANTITATIVE/qualitative study (n=435 Grades 9 and 11 learners); (n=682 -Grades 3, 4 and 5) aimed at exploring possible predictors of second language learners' mathematics achievement and several case studies.