Newly and early arrived second language students’ achievement in data and chance
(English)Manuscript (preprint) (Other academic)
This study focuses second language students’ statistical literacy. Specifically it distinguishes between newly and early arrived second language students. This was done by exploring 259 Swedish grade 9 students’ responses to test items. The main result was that despite the newly arrived students’ lower proficiency in Swedish, they had larger proportions than early arrived students of responses with high mathematical quality while the newly arrived students had lower proportions than early arrived students of mathematically not appropriate responses. The newly arrived students on average were more familiar with the mathematical concepts but less familiar with the terminology, while the opposite holds for the early arrived. The results suggest that future research should pay attention to the alternative of seeing newly and early arrived second language students as meeting different challenges in their encounter with mathematical concepts and terminology respectively.
Statistics literacy, Second language, Secondary level, Testing
Research subject Mathematics Education
IdentifiersURN: urn:nbn:se:su:diva-140640OAI: oai:DiVA.org:su-140640DiVA: diva2:1081173