For maths teachers in international schools, the challenge isn’t always about stretching students in the subject, it’s sometimes about ensuring they can access problems in the first place.
I have worked with students who could manipulate numbers mentally with ease but struggled when faced with word problems. They couldn’t decode or understand the question, identify the required operation or articulate their reasoning clearly.
They were not struggling with the maths itself; they simply didn’t understand the key terms, what the question was asking or how to interpret it correctly. Often they fixated on the length of the problem rather than breaking it down. They felt overwhelmed by unnecessary details instead of focusing on the key figures and the steps needed to solve the problem.
Rather than assuming that strong numerical skills would naturally translate to problem-solving, I decided to explicitly teach mathematical vocabulary while also training students to identify key terms and dismiss unnecessary information in word problems.
Overcoming language barriers in maths
Here’s what I did:
1. Teaching key vocabulary over time
Instead of overwhelming students with too many terms at once, I introduced the necessary mathematical vocabulary gradually. The whole class recited the lesson’s learning objectives to reinforce the vocabulary through both auditory and visual methods. We practised using these terms in different contexts and lessons to strengthen understanding.
2. Breaking down word problems
I introduced a step-by-step strategy for tackling word problems:
- Read once for context, to understand the general scenario.
- Identify key terms and figures and highlight words that indicate operations.
- Dismiss unnecessary information that does not affect the calculation.
- Restate the problem in simple terms.
- Solve and check that the answer makes sense.
3. Think-Pair-Share with a vocabulary focus
Before solving problems independently, students work alone and then with a partner to verbally identify key words and predict the necessary operation. By explaining their thought process out loud, they reinforce their understanding.
4. Dual coding for word problems
Many students benefit from visual representations, so we use pictures, bar models, manipulatives, real-world scenarios and number lines to map out problems. This helps them to see the relationships between numbers rather than them getting lost in the wording.
5. Peer teaching
To consolidate learning, students act as teachers, solving problems together while justifying their choices. One student explains why a particular word indicates a certain operation, while the other checks whether they have identified the correct figures. This approach enables high-attaining students to demonstrate their maths skills while for lower-attaining students it assists with language comprehension.
Over time my students have become much more confident in tackling word problems. Instead of freezing at the sight of a lengthy question, they automatically begin to identify key words and dismiss unnecessary details. They have also become more accurate in selecting operations, reducing mistakes caused by misinterpreting the question or simply guessing the answer.
As students become more confident in identifying and applying mathematical vocabulary, they are able to solve increasingly challenging problems, developing both their language skills and mathematical ability in unison.
For international schools, ensuring that language isn’t a barrier to mathematical success is crucial. By explicitly teaching students how to decode word problems, rather than simply expecting them to “work it out”, we can help them to unlock their full potential.
Steve Whyley is Year 4 homeroom teacher at Heathfield International School in Bangkok
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