Short answer
Designers of educational tools and content must prioritize linguistic accessibility and consider the potential for language to create a barrier to understanding and problem-solving.
- Field
- User-Centred Design
- Source
- Duo Research Archive (University of Oslo) (2014)
- Method
- Qualitative research design
- Sample
- 39 students for the test, 5 students for interviews
- Evidence
- Strong effect
Students struggle with word problems when the language used is not fully understood, leading to errors in reading and comprehension. This user-centred design research insight is drawn from a 2014 study published in Duo Research Archive (University of Oslo). Using Qualitative research design with 39 students for the test, 5 students for interviews, researchers explored how this design variable affects real-world outcomes. The key design takeaway: Designers of educational tools and content must prioritize linguistic accessibility and consider the potential for language to create a barrier to understanding and problem-solving.
Language barriers significantly impede mathematical word problem comprehension for fifth graders.
Students struggle with word problems when the language used is not fully understood, leading to errors in reading and comprehension.
Duo Research Archive (University of Oslo) · 2014
Key Findings
- 01Students exhibited reading difficulties with mathematical text, including mispronunciation and word repetition.
- 02Subtraction word problems were found to be more challenging than addition word problems.
- 03Students utilized local languages in informal discussions but switched to English for formal class interactions.
- 04Students tended to use similar problem-solving strategies, though errors were observed.
Application
Design takeaway
Designers of educational tools and content must prioritize linguistic accessibility and consider the potential for language to create a barrier to understanding and problem-solving.
How to apply
When developing educational software, textbooks, or any problem-solving tool, conduct user research to understand the linguistic backgrounds of the target audience and test materials for clarity and comprehension across different language proficiencies.
Project actions
- 01When designing a product that involves instructions or problem-solving, consider if the language used might be a barrier for some users.
- 02Test your design with users who have different levels of language proficiency.
- 03Think about how to present information in a way that is easy to understand, regardless of language background.
Method & Evidence
Variables
Strengths & Limitations
Strengths
- +Qualitative approach provides in-depth understanding of student strategies and difficulties.
- +Focus on real-world problem-solving context (mathematics word problems).
Limitations
The findings are specific to fifth graders in Zambia and may not apply to older students or different cultural contexts. The study did not explore the impact of visual aids or other non-linguistic supports.
Reliability & validity
The qualitative nature of the study, with interviews and observation, provides rich data but may have lower inter-rater reliability for coding. The small interview sample size also affects generalizability. Validity is supported by triangulating data from answer sheets and interviews.
Think critically
How might the design of mathematical word problems be adapted to better support bilingual or multilingual learners, and what are the trade-offs involved in such adaptations?
Design Principles
"Prioritize linguistic clarity and consider the user's language proficiency when designing problem-solving tasks or interfaces."
Understanding the cognitive load imposed by language is crucial for designing effective educational materials and problem-solving interfaces. When users are not fluent in the primary language of instruction or the product interface, their ability to engage with and solve problems is severely hampered.
What This Means for Your Design
If a math problem is written in a language that's hard for a student to read or understand, they will struggle to solve it, even if they know the math. Subtraction problems are trickier than addition ones.
How to use in your project
- 1.You can use this research to justify why you need to test your design with a diverse group of users, including those who might not be native speakers of the primary language of your design.
- 2.It can help you explain why you chose specific wording or visual aids in your design to improve clarity and accessibility.
Add to My Project
Quick Cite
Paragraph starter
This study highlights the critical role of language in user comprehension and problem-solving. The research found that students struggled with mathematical word problems when faced with linguistic barriers, indicating that the clarity and accessibility of language are paramount in design. This underscores the importance of considering the linguistic diversity of the target audience and ensuring that all users can effectively engage with the presented information, regardless of their first language.
Source
Duo Research Archive (University of Oslo)
Students's strategies in mathematics word problem solving : a qualitative study of a group of fifth grade students and their use of strategies to solve mathematics word problems
journal · 2014
View sourceQuestions About This Research
- What does the research say about language barriers significantly impede mathematical word problem comprehension for fifth graders?
- Designers of educational tools and content must prioritize linguistic accessibility and consider the potential for language to create a barrier to understanding and problem-solving. Evidence: Duo Research Archive (University of Oslo) (2014).
- Why does "Language barriers significantly impede mathematical word problem comprehension for fifth graders." matter for design?
- Understanding the cognitive load imposed by language is crucial for designing effective educational materials and problem-solving interfaces. When users are not fluent in the primary language of instruction or the product interface, their ability to engage with and solve problems is severely hampered.
- How can designers apply this research?
- Designers of educational tools and content must prioritize linguistic accessibility and consider the potential for language to create a barrier to understanding and problem-solving.
- What were the main findings?
- Students exhibited reading difficulties with mathematical text, including mispronunciation and word repetition.. Subtraction word problems were found to be more challenging than addition word problems.. Students utilized local languages in informal discussions but switched to English for formal class interactions.. Students tended to use similar problem-solving strategies, though errors were observed.
- What research method was used?
- Qualitative research design with 39 students for the test, 5 students for interviews.
- How strong is the evidence?
- Evidence strength is rated Strong effect, based on a 2014 journal from Duo Research Archive (University of Oslo).
- What should I do differently in my next project?
- When developing educational software, textbooks, or any problem-solving tool, conduct user research to understand the linguistic backgrounds of the target audience and test materials for clarity and comprehension across different language proficiencies.
- What are the limitations?
- The study was conducted in a specific geographical location (Livingstone, Zambia) and focused on a single school, limiting generalizability. The sample size for interviews was small.