The role of language on the reversal error. A study with bilingual Basque-Spanish students

• Published in: Mathematical thinking and learning Vol. 22; no. 3; pp. 214 - 232
• Main Authors: González-Calero, José Antonio, Berciano, Ainhoa, Arnau, David
• Format: Journal Article
• Language: English
• Published: Philadelphia Routledge 02.07.2020; Taylor & Francis Ltd
• Subjects: Algebra; Basque people; Bilingualism; Comparative Analysis; Elementary School Teachers; Equations (Mathematics); Error analysis; Error Analysis (Language); Error Patterns; Foreign Countries; Instructional Design; Interference (Language); language; Language Processing; Language Role; Languages; Lesson Plans; Mathematical analysis; Mathematics education; Mathematics Instruction; Metalinguistics; mother tongue; Native Language; Preservice Teachers; reversal error; Sentences; Spanish; Spanish language; Students; Syntax; Teacher Education Programs; Teachers; Thinking Skills; Translation; Translations; word problems; Spain
• ISSN: 1098-6065; 1532-7833
• DOI: 10.1080/10986065.2020.1681100

The reversal error is a prevalent phenomenon that consists of reversing the relationship between two variables when writing equations from comparison in verbal language. A study with 169 Basque/Spanish bilingual pre-service teachers examined whether this error is mainly due to the students' tendency to employ a direct-translation strategy based on the syntax of statements. By using Basque and Spanish the factor of syntax was studied since in Basque, unlike Spanish (or English), the natural way of expressing comparisons prevents students from using direct-translations strategies. Results show a significantly lower number of reversal errors in sentences written in Basque compared with those in Spanish. This finding confirms the importance of syntax statement in the translation from words into equations and suggests that teachers should have awareness of this fact and should design lesson plans devoted to work on word problems accordingly.