Language issues in mathematics word problems for English learners

Abstract

This paper describes language issues in mathematics word problems for English language learners (ELLs). We first summarize research relevant to the linguistic complexity of mathematics word problems from studies in mathematics education, reading comprehension, and vocabulary. Based on that research, we make recommendations for addressing language complexity and vocabulary in designing word problems for instruction, curriculum, or assessment. We then use examples of word problems to illustrate how to apply those recommendations to designing or revising word problems and creating supports for students to work with word problems.