title: Exploring the role that language plays in solving mathematical word problems for the Solomon Islands secondary school students

authors: Ambrose, Malefoasi

subjects: mathematical word problems

abstract: Mathematics is described as language. There is a strong link between mathematics and English language. This study is concerned with the role of language factors and proficiency of students in comprehension and solving of word problems in the Solomon Islands. In particular, it explores the impact of language on the comprehension and solving of word problems for year eight students in three secondary schools in Honiara. Research data was gathered using mixed-method approach of data collection. The data collection happened in two phases. Firstly language and mathematical assessment portfolios were put together for 45 participants. Secondly, a semi-structured recall interview was conducted on eight participants chosen from the 45. The data gathering was conducted in the Solomon Islands in September 2009. There are interesting findings revealed in this research. In the language and mathematics baseline assessment portfolios, the scatter diagram showed no strong correlation between vocabulary knowledge and word problem solving. However, evidence from the word problems exercise and semi-structured recall interview elicited vocabulary and syntactical features as the main factors causing difficulties in word problems solving for the secondary school of the Solomon Islands students. Context and conceptual understanding played a role in facilitating the understanding of word problems. Some students demonstrated abilities contributing to their achievement in mathematics and language. However, further studies need to be done in relation to this area as it is very important and has implications for pedagogy, curriculum and learning improvement for teachers and students.

text: Exploring the role that language plays in solving mathematical word problems for the Solomon Islands secondary school students Mathematics is described as language. There is a strong link between mathematics and English language. This study is concerned with the role of language factors and proficiency of students in comprehension and solving of word problems in the Solomon Islands. In particular, it explores the impact of language on the comprehension and solving of word problems for year eight students in three secondary schools in Honiara. Research data was gathered using mixed-method approach of data collection. The data collection happened in two phases. Firstly language and mathematical assessment portfolios were put together for 45 participants. Secondly, a semi-structured recall interview was conducted on eight participants chosen from the 45. The data gathering was conducted in the Solomon Islands in September 2009. There are interesting findings revealed in this research. In the language and mathematics baseline assessment portfolios, the scatter diagram showed no strong correlation between vocabulary knowledge and word problem solving. However, evidence from the word problems exercise and semi-structured recall interview elicited vocabulary and syntactical features as the main factors causing difficulties in word problems solving for the secondary school of the Solomon Islands students. Context and conceptual understanding played a role in facilitating the understanding of word problems. Some students demonstrated abilities contributing to their achievement in mathematics and language. However, further studies need to be done in relation to this area as it is very important and has implications for pedagogy, curriculum and learning improvement for teachers and students.

year: 2010

title: Editorial: Composition in the English/literacy classroom

authors: Locke, Terry

subjects: writing

abstract: The act of writing is a complex task. About that, there is almost complete agreement, whether you are a psychologist, a linguist, a socio-cultural theorist, a teacher, or a student battling with an assignment deadline and a blank page. For the emergent writer in the infant classroom, the challenge of communicating in writing is compounded by the sheer effort of transcription – remembering to put spaces between words, shaping upper and lower case letters, marking sentence boundaries with full stops, and representing words in your head as accurately spelled sequences of letters on the page. For the older writer, the complexity persists, though the challenges change. Although transcribing text onto paper or screen may be less effortful, understanding the expectations of the writing task and imagining the needs of the (implied) reader create different obstacles to effortless composition.

text: Editorial: Composition in the English/literacy classroom The act of writing is a complex task. About that, there is almost complete agreement, whether you are a psychologist, a linguist, a socio-cultural theorist, a teacher, or a student battling with an assignment deadline and a blank page. For the emergent writer in the infant classroom, the challenge of communicating in writing is compounded by the sheer effort of transcription – remembering to put spaces between words, shaping upper and lower case letters, marking sentence boundaries with full stops, and representing words in your head as accurately spelled sequences of letters on the page. For the older writer, the complexity persists, though the challenges change. Although transcribing text onto paper or screen may be less effortful, understanding the expectations of the writing task and imagining the needs of the (implied) reader create different obstacles to effortless composition.

year: 2007

title: Maori and mining at Te Aroha

authors: Hart, Philip

abstract: Before the existence of gold was confirmed at Te Aroha, the Ngati Rahiri reserves were finally delineated. For long there had been rumours of gold, but prospecting was not permitted until 1880. Once Hone Werahiko found what might be a payable goldfield on Maori land, one could not be proclaimed until an agreement was reached with the landowners. To prevent confusion, and to be fair to Ngati Rahiri, it was decided to create a separate mining district. 
Members of Ngati Rahiri were divided over the terms of an agreement, with some (possibly prompted by Pakeha) demanding a bonus of £1,000. Rangatira who had received income from the Thames field ignored this demand and agreed to open their land in the expectation of receiving a steady supply of money from mining plus timber cutting rights and residence and business site licenses. Mokena Hou was especially supportive of prospecting and opening his land, and had a township, known as Morgantown, surveyed (his daughter Ema, wife of George Lipsey, owned the adjacent Lipseytown). The agreement specified all the fees to be paid, and permitted Maori to withdraw their land from the goldfield.
Right up to opening day, demands were made for a bonus, but the opening went smoothly, with Mokena and another rangatira participating in the ceremony and many Maori marking out claims. Maori from many hapu were shareholders in all parts of the goldfield, and some actively worked their claims, usually guided by an experienced Pakeha miner. Encouraged by the Te Aroha rush, some Maori prospected elsewhere.
Revenue from the new field soon declined as it faded, prompting complaints and officials requiring all those working on Maori land to hold a miner’s right. Although most Ngati Rahiri did not benefit, the Mokena family most certainly did, and treated the revenue they received as their own personal income.

text: Maori and mining at Te Aroha Before the existence of gold was confirmed at Te Aroha, the Ngati Rahiri reserves were finally delineated. For long there had been rumours of gold, but prospecting was not permitted until 1880. Once Hone Werahiko found what might be a payable goldfield on Maori land, one could not be proclaimed until an agreement was reached with the landowners. To prevent confusion, and to be fair to Ngati Rahiri, it was decided to create a separate mining district. 
Members of Ngati Rahiri were divided over the terms of an agreement, with some (possibly prompted by Pakeha) demanding a bonus of £1,000. Rangatira who had received income from the Thames field ignored this demand and agreed to open their land in the expectation of receiving a steady supply of money from mining plus timber cutting rights and residence and business site licenses. Mokena Hou was especially supportive of prospecting and opening his land, and had a township, known as Morgantown, surveyed (his daughter Ema, wife of George Lipsey, owned the adjacent Lipseytown). The agreement specified all the fees to be paid, and permitted Maori to withdraw their land from the goldfield.
Right up to opening day, demands were made for a bonus, but the opening went smoothly, with Mokena and another rangatira participating in the ceremony and many Maori marking out claims. Maori from many hapu were shareholders in all parts of the goldfield, and some actively worked their claims, usually guided by an experienced Pakeha miner. Encouraged by the Te Aroha rush, some Maori prospected elsewhere.
Revenue from the new field soon declined as it faded, prompting complaints and officials requiring all those working on Maori land to hold a miner’s right. Although most Ngati Rahiri did not benefit, the Mokena family most certainly did, and treated the revenue they received as their own personal income.

year: 2016