"I knew I had Issues with my Maths, but I Never Thought it could be Because of the Language": Student Success in Mathematics Using Home Languages and Educational Technology.
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| Title: | "I knew I had Issues with my Maths, but I Never Thought it could be Because of the Language": Student Success in Mathematics Using Home Languages and Educational Technology. |
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| Authors: | Bonney, Edwin Nii1 (AUTHOR), Campbell, Akua2 (AUTHOR) acampbell@ug.edu.gh, Adesina, Kafayat Amoke3 (AUTHOR), Okaijah, Millicent2 (AUTHOR), Prempeh, Francis Agyemang2 (AUTHOR) |
| Source: | International Journal of Science & Mathematics Education. Oct2025, Vol. 23 Issue 7, p2573-2596. 24p. |
| Subject Terms: | *Educational technology, *Native language instruction, *Native language, *Academic achievement, *Culturally relevant education, Ghanaians, Mathematics |
| Geographic Terms: | Ghana |
| Abstract: | In this paper, we examine learning experiences of 11 students in Ghana who were taught mathematics in the English language high school system and who thereafter did not attain the pass mark in their national final mathematics exam. They however went on to pass this exam after using an app that teaches mathematics in Ghanaian languages. We view our interview data through the lens of Culturally Responsive Mathematics Teaching framework, with a focus on the language component. Generally, the students in our study found the Twi language instruction on the app more comprehensible, personalized and engaging. Students reported their confidence in mathematics growing exponentially with their newfound success in and positive attitude towards mathematics. The absence of overly critical and impatient mathematics teachers was also cited as a key advantage of the app. The study highlights the crucial role that technology could play in ensuring home language instruction in mathematics in environments such as Ghana, where educational authorities have been resistant to changing the prevailing English-only medium of instruction policy. It also has implications for other contexts where students learn mathematics in a foreign language, such as immigrants and refugees. The students in our study provided valuable insights into the benefits of technology-driven home language instruction. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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