View in EDS

More than Numbers: Unpacking the Language Demands of Secondary Mathematics Word Problems

Saved in:
Bibliographic Details
Title: More than Numbers: Unpacking the Language Demands of Secondary Mathematics Word Problems
Language: English
Authors: Peijuan Cao (ORCID 0000-0001-6539-9081), Ling Hao (ORCID 0000-0003-1947-6861)
Source: Journal of Adolescent & Adult Literacy. 2026 70(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Grade 9
High Schools
Junior High Schools
Middle Schools
Descriptors: Word Problems (Mathematics), Secondary School Mathematics, Bilingual Students, Grade 9, Algebra, Textbook Evaluation, Linguistics
DOI: 10.1002/jaal.70051
ISSN: 1081-3004
1936-2706
Abstract: Solving mathematics word problems is a complex task, particularly for emergent bilingual students, who must navigate both mathematical reasoning and substantial linguistic complexity. In this study, we developed a codebook to analyze the linguistic features of 40 math word problems from a 9th-grade Algebra textbook and identified the frequent occurrences of the linguistic components at both the lexical and syntactic levels. The analysis revealed frequent occurrences of dense noun phrases, technical terminology, polysemous words, and embedded clause structures--features that require considerable linguistic processing before students can access the underlying mathematical ideas. Such demands are especially consequential for emergent bilingual learners, whose mathematical competence may be obscured by the complexity of the language rather than the mathematics itself. The codebook developed in this study also offers math and ELA/ESOL teachers a practical tool for identifying and anticipating these comprehension challenges, enabling them to design instruction and scaffolds that support students in unpacking the language demand of math word problems. This study concludes with a discussion of pedagogical and research implications for educators who share the responsibility of supporting students, especially emergent bilingual students, in developing content-area literacy skills essential for success in solving math problems.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1509279
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1509279
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: More than Numbers: Unpacking the Language Demands of Secondary Mathematics Word Problems
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Peijuan+Cao%22">Peijuan Cao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6539-9081">0000-0001-6539-9081</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ling+Hao%22">Ling Hao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1947-6861">0000-0003-1947-6861</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Adolescent+%26+Adult+Literacy%22"><i>Journal of Adolescent & Adult Literacy</i></searchLink>. 2026 70(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Word+Problems+%28Mathematics%29%22">Word Problems (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+Evaluation%22">Textbook Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/jaal.70051
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1081-3004<br />1936-2706
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Solving mathematics word problems is a complex task, particularly for emergent bilingual students, who must navigate both mathematical reasoning and substantial linguistic complexity. In this study, we developed a codebook to analyze the linguistic features of 40 math word problems from a 9th-grade Algebra textbook and identified the frequent occurrences of the linguistic components at both the lexical and syntactic levels. The analysis revealed frequent occurrences of dense noun phrases, technical terminology, polysemous words, and embedded clause structures--features that require considerable linguistic processing before students can access the underlying mathematical ideas. Such demands are especially consequential for emergent bilingual learners, whose mathematical competence may be obscured by the complexity of the language rather than the mathematics itself. The codebook developed in this study also offers math and ELA/ESOL teachers a practical tool for identifying and anticipating these comprehension challenges, enabling them to design instruction and scaffolds that support students in unpacking the language demand of math word problems. This study concludes with a discussion of pedagogical and research implications for educators who share the responsibility of supporting students, especially emergent bilingual students, in developing content-area literacy skills essential for success in solving math problems.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 20260101
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1509279
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1509279
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/jaal.70051
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
    Subjects:
      – SubjectFull: Word Problems (Mathematics)
        Type: general
      – SubjectFull: Secondary School Mathematics
        Type: general
      – SubjectFull: Bilingual Students
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Textbook Evaluation
        Type: general
      – SubjectFull: Linguistics
        Type: general
    Titles:
      – TitleFull: More than Numbers: Unpacking the Language Demands of Secondary Mathematics Word Problems
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Peijuan Cao
      – PersonEntity:
          Name:
            NameFull: Ling Hao
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1081-3004
            – Type: issn-electronic
              Value: 1936-2706
          Numbering:
            – Type: volume
              Value: 70
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Adolescent & Adult Literacy
              Type: main
ResultId 1