Language process errors in year 9 mathematics problem solving : a multi-strategy language-based intervention

Date of Award


Degree Type


Degree Name

Doctor of Philosophy


School of Education


Faculty of Education and Arts


In the past two decades there has been a growing body of literature acknowledging and supporting the important role that language plays in the teaching and learning of mathematics. There have been numerous and significant research studies drawing special attention to the influence of language factors on mathematics learning. These studies have also indicated the inappropriateness of many remedial mathematics programs in which there is an over-emphasis on the revision of standard algorithms instead of a focus on language based activities (Markshoe, 2000). There appears to be a lack of research that gauges the effectiveness of intervention programs specifically focusing the literacies needed for mathematics.

Access Note

Access to this thesis - the full text is restricted to current ECU staff and students only. Email request to library@ecu.edu.au

Access to this thesis is restricted. Please see the Access Note below for access details.