Indian Math Learning Problems Traced to Sound-Alike Words hzM&rh ' :-;::':.:,V,,: 1 i .-A :yir. Mil ; n fi . V i.; h S j i Myf- " ill tv Pn K "--i ; is rv..- :1 VMSvy -.M i ' ' : ""'J ' ' Sound-alike words such as "some" and "sum" may be one of the reasons why Navajo Indian In-dian students in southern Utah and northern Arizona have difficulty dif-ficulty learning mathematics. The basic problem isn't with numbers and computational ability but with vocabulary, according ac-cording to Dr. Douglas Gai ot, an associate professor of American Indian education and mathematics at Brigham Young University. Over the past eight years, he has tested hundreds of Nava jos and Anglos from fourth grade through college freshmen and found out that Navajo students consistently have a more difficult dif-ficult time with mathematics. This may be due to a variety of previously studied factors such as low motivation, poor self-image and lack of role models. But Dr. Garbe's research has pinpointed a less researched problem basic mathematics vocabulary. He believes other minorities may face similar difficulties. Apparently teachers assume that students naturally acquire knowledge of mathematical terms as they progress through school, but Dr. Garbe says his studies show that many Navajo Indians have a far different understanding of math vocabulary than their teachers think they have. For instance, a significant number of fith grade Navajos who were presented with mathematical terms confused "angle" with "ankle," "foot" with human "foot," "factor" with a building where people work, and thought "remainder" meant to stay at someone's home. Other interference factors he discovered included the following: follow-ing: "sum" was thought to be part of something, "quotient" meant to wait for something (patient), and "addition" was associated with a room built on a house or to try out for a play. The professor says that although these definitions are , not unique to Navajo students, they are more prevalent than among Anglos. Most of the Navajos he has studied in the intermountain West function in two languages and have not had adequate exposure to math vocabulary in the early grades. "The problem boils down to one thing," Dr. Garbe says. "If a teacher emphasizes computational computa-tional skill without specifically working on vocabulary in conjunction con-junction with the skills, students become confused and frustrated when application problems are verbally stated and shy away from the subject. After all, if students can't properly pro-perly conceptualize the words, how can they never be expected (Continued on Page 10 This scene shows one oi the early Christmas Tree Lane programs in the halls at Richfield High School. From Us humble beginning, the project has eipanded to over SO trees this year, the largest program on record here. Indian Math Learnina Problems Traced to Sound-Alike Words (Continued from Page l) to understand verbally express- ed problems (story problems)? "Teachers seem to be emphasizing em-phasizing skills, but my research suggests they must also emphasize vocabulary and it must be done early in the students' educational careers," the professor stated. He said it is easy to slack off or even avoid emphasizing vocabulary in the teaching process, pro-cess, thus leaving deficiencies which may never be remedied. Dr. Garbe said a major implication im-plication drawn from the study is that once a concept for a mathematics term has been formed in the mind of the student, stu-dent, it appears it is not significantly altered by additional addi-tional years of schooling unless specific emphasis is placed on vocabulary. "The concepts students associated with the mathematics mathe-matics terms in my study were learned before the sixth grade and were retained throughout the years, even into college," Dr. Garbe explained. As part of his research, the professor cited data which revealed that only 15 percent of the Indian students in a certain set of general education mathematics classes at BYU passed the final exams. In similar mathematics classes last fall with large Indian In-dian enrollments, instructors put more emphasis on mathematics terminology and reading and nearly every student passed the finals. Dr. Garbe has other proof of his findings. A former BYU Indian In-dian student, who is now the principal of a small elementary school in southern Utah, was careful to emphasize vocabulary and teach his Navajo Nava-jo fifth graders the proper definitions for mathematical terms. When Dr. Garbe tested the students, he found little difference dif-ference between them and their peers in a near-by dominant Anglo school in their understanding of the mathematics vocabulary tested. Now in the process of writing about the results of his findings for a professional journal, Dr. Garbe recommends that schools establish a "realistic" set of mathematics vocabulary words for each grade that must be mastered by every student while in that grade. Evaluations should also be given in each class at the end of the school year to see if students have mastered the words specifically assigned to them for that year," he said. "Prior to introducing a new mathematics term, a teacher should pre-assess the students through questioning or in a i: written form to see in what con- . text they have previously heard the word," the professor added.: He also suggests that if possi-: ble, the teacher should utilize; the student's past experience s with a term even though it ' may not have been in a mathematics context to help give the word some support for the special meaning it takes on in the mathematical context. Dr. Garbe admits that com- : putational skills are important; but the corresponding math vocabulary must be taught concurrently.