caa a22 4500 467997292 CHVBK 20180323112600.0 cr unu---uuuuu 170328e19900801xx s 000 0 eng 10.1007/BF00304263 doi (NATIONALLICENCE)springer-10.1007/BF00304263 Adetula Lawal Institute of Education, Ahmadu Bello University, Zaria aut Language factor: Does it affect children's performance on word problems? [Elektronische Daten] [Lawal Adetula] 48 children from primary 4 in private and public schools (24 from each) were asked to solve 10 arithmetic word problems (involving "more” or "less” as the cue word) presented in English and in their native language. Retrospective clinical interviews were also conducted to find out how each child analyzed the meaning of each problem, before deciding which operation to use to solve it. The results revealed that both public and private school children performed better both in skills and in strategies when problems were presented in their native language than when presented in English, but only public school had the result to be significant (P<.025). Also data obtained from the interviews are in accord with psycholinguistic theories concerning the polarized comparative pair of "less” and "more”. Kluwer Academic Publishers, 1990 Educational Studies in Mathematics Kluwer Academic Publishers 21/4(1990-08-01), 351-365 0013-1954 21:4<351 1990 21 10649 https://doi.org/10.1007/BF00304263 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF00304263 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Adetula Lawal Institute of Education, Ahmadu Bello University, Zaria aut NATIONALLICENCE 773 0- Educational Studies in Mathematics Kluwer Academic Publishers 21/4(1990-08-01), 351-365 0013-1954 21:4<351 1990 21 10649 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer