TEACHING MATHEMATICS IN TWO LANGUAGES: A TEACHING
DILEMMA OF MALAYSIAN CHINESE PRIMARY SCHOOLS
by
CHAP SAM LIM and NORMA PRESMEG
As we discussed in the previous blog, this blog is also related to code-switching and the challenges of bilingual mathematics instruction in Malaysian Chinese primary schools, focusing on the impact of the government’s language policy shift. In 2003, Malaysia mandated that mathematics and science be taught in English (PPSMI policy) to enhance English proficiency and access to global scientific knowledge. However, this created challenges for Chinese primary schools, where Mandarin had traditionally been the medium of instruction. To make it easier, these schools adopted a bilingual approach, teaching mathematics in English and Mandarin.
They conducted a qualitative research approach to determine how teachers and students navigate between English and Mandarin in their mathematics classrooms and the results are given below.
- Teachers often switch between English and Mandarin to ensure student understanding.
- In higher-performing classes, English is used more frequently, while weaker classes rely heavily on Mandarin.
- A significant amount of class time is spent translating mathematical terminology.
- Stronger students prefer learning mathematics in English as they see its future benefits. ("I like it because…we can learn two subjects (English and Mathematics) at the same time"p.154)
- Weaker students prefer Mandarin as they struggle with English comprehension.
- Most students support bilingual instruction as it helps them prepare for secondary education, where English is the primary medium
This quote shows that students find learning in English difficult, but they still prefer it because they know it will help them in higher education and future jobs. In India, I saw a similar situation—many students struggle with English at first, but since most higher education is in English, they eventually adapt. However, some students fall behind if they don’t get enough language support. In BC, schools help ELL (English Language Learner) students by gradually introducing English instead of forcing it too soon. This way, students understand math better while improving their English skills. A better approach might be to teach math in a student’s first language while slowly introducing English. This helps them grasp math concepts without struggling too much with language, making learning smoother and more effective.
"For the past decades, the mathematics achievement of students in Malaysian Chinese primary schools has been consistently higher than that of their counterparts in the national and Tamil schools. There exists a strong belief that students in Chinese primary schools are better in mathematics because of the systematic Chinese numbering system, the abstractness of the Chinese language, and the teaching approach that puts great emphasis on “practice makes perfect,”"(p.156)
This quote suggests that the high math achievement in Malaysian Chinese primary schools is due to the Chinese numbering system and a focus on practice. For example, after the number, “ten,” it is “ten-one,” “ten-two” in Chinese, but a peculiar “eleven,” “twelve” in English. Likewise, the Chinese way of expressing a fraction is descriptive, such that “one quarter” (in English) is expressed in Chinese as “one part out of four parts”(p.156).These linguistic features likely help students develop a clearer understanding of math concepts, contributing to their higher performance.
We need practice to make the concepts clear, but sometimes this leads to memorization rather than understanding. Students may know all the multiplication tables and formulas, but they don't always understand the mathematical logic and concepts behind them. When I came to BC, everything was so different, math teaching, math teaching through embodied learning, everything was new. Now, I appreciate the way we teach math in BC, which focuses on inquiry and conceptual learning.
How do you encourage students to focus on understanding the concepts behind math, rather than just memorizing formulas and procedures?
Hi Renu! Thank you for your summary and reflections! As non-native English speakers, learners, and educators ourselves, I think we can deeply relate to the dilemmas of bilingualism in education. Just as you described how the Chinese numbering system and emphasis on practice contribute to high math achievement, the Korean numbering system works very similarly, and we also place a strong emphasis on practice.
ReplyDeleteMy husband, whom I call a "math genius," spent 6–8 hours a day solving high-level math problems in his senior year to prepare for the university entrance exam. According to Eddie Woo, an Australian mathematics teacher, mastering a skill comes from repeated practice- doing it over and over again strengthens the synapses in the brain, making the process more automatic. However, this only works if the practice is done correctly; practicing the wrong technique can be more harmful than not practicing at all. This is why understanding plays a much bigger role than memorization - unless you always memorize perfectly, which is rare.
To answer your question, I always tried to explain the reasoning behind a new concept or technique (I'm using past tense here because my approach would be different now). For example, when teaching the compound interest formula, I would first show students how it is derived by using actual numbers. Then, I would gradually generalize the process by replacing the numbers with variables. This way, students could see how the formula emerges from a real situation rather than just memorizing another abstract equation. But more importantly, I would do this as if I were telling a fun, engaging story (I also have a really loud voice :D)
That said, some students still preferred to memorize because it was faster and they struggled to follow the lesson. In these cases, while I did my best to engage and motivate them, I couldn’t force understanding. Instead, I would offer useful memorization techniques so they could at least retain the necessary knowledge or pass math tests. Looking back, I now realize that part of the issue was that I was "teaching" them rather than guiding them to ask their own questions—an approach that aligns more with inquiry-based or student-centered learning.
Through my master’s program, now that I better understand the importance of inquiry-based, student-centered learning, I hope to develop effective scaffolds and actual lesson plans that truly facilitate this kind of learning, making a meaningful impact in how students engage with mathematics!
reference:
Eddie Woo: "Practice makes perfect", and other lies we believe about learning
https://www.youtube.com/watch?v=ylJd5sUbANE&t=135s
Thank you, Renu, for your direct and concise summary.
ReplyDeleteI can relate to the concern you raised in Stop 1 about students struggling to cope with the English language, as I have observed the same challenge in my own teaching experience. I also appreciate the approach you mentioned in the final lines of your reflection—starting with mathematics instruction in the students’ first language and gradually introducing English to enhance learning effectiveness.
However, this raises some questions for me: Up to what age or grade would this approach remain effective? In what grade would it be favourable for transitioning to English as the language of instruction? Would this shift feel like stepping out of their comfort zone? Additionally, what challenges might arise when the medium of instruction is changed?
I believe these questions are relevant to all of us as teachers and will push us to explore and implement more effective ways to support our students' language and learning needs.