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<p>In this paper, we examine learning experiences of 11 students in Ghana who were taught mathematics in the English language high school system and who thereafter did not attain the pass mark in their national final mathematics exam. They however went on to pass this exam after using an app that teaches mathematics in Ghanaian languages. We view our interview data through the lens of Culturally Responsive Mathematics Teaching framework, with a focus on the language component. Generally, the students in our study found the Twi language instruction on the app more comprehensible, personalized and engaging. Students reported their confidence in mathematics growing exponentially with their newfound success in and positive attitude towards mathematics. The absence of overly critical and impatient mathematics teachers was also cited as a key advantage of the app. The study highlights the crucial role that technology could play in ensuring home language instruction in mathematics in environments such as Ghana, where educational authorities have been resistant to changing the prevailing English-only medium of instruction policy. It also has implications for other contexts where students learn mathematics in a foreign language, such as immigrants and refugees. The students in our study provided valuable insights into the benefits of technology-driven home language instruction.</p>

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“I knew I had Issues with my Maths, but I Never Thought it could be Because of the Language”: Student Success in Mathematics Using Home Languages and Educational Technology

  • 期刊论文

  • 发表日期：

    2025年5月7日

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  • Edwin Nii Bonney,
  • Akua Campbell,
  • Kafayat Amoke Adesina,
  • Millicent Okaijah,
  • Francis Agyemang Prempeh

摘要

In this paper, we examine learning experiences of 11 students in Ghana who were taught mathematics in the English language high school system and who thereafter did not attain the pass mark in their national final mathematics exam. They however went on to pass this exam after using an app that teaches mathematics in Ghanaian languages. We view our interview data through the lens of Culturally Responsive Mathematics Teaching framework, with a focus on the language component. Generally, the students in our study found the Twi language instruction on the app more comprehensible, personalized and engaging. Students reported their confidence in mathematics growing exponentially with their newfound success in and positive attitude towards mathematics. The absence of overly critical and impatient mathematics teachers was also cited as a key advantage of the app. The study highlights the crucial role that technology could play in ensuring home language instruction in mathematics in environments such as Ghana, where educational authorities have been resistant to changing the prevailing English-only medium of instruction policy. It also has implications for other contexts where students learn mathematics in a foreign language, such as immigrants and refugees. The students in our study provided valuable insights into the benefits of technology-driven home language instruction.