Which effects on unnecessary demand of reading ability occur when mathematical tasks are translated to different languages?
This is part of a project that examines whether there are differences in unnecessary demand of reading ability when mathematical tasks are translated to different languages – particularly Swedish, German and English.
For example are the mathematical PISA-tasks supposed to measure and compare the mathematical ability of students in different countries and not their reading ability. However earlier studies pointed out that different mathematical tasks demand varying range of reading ability depending on several factors. If and how these factors vary in different languages is what my work is about.
The results of my research may help to design mathematical test items with as low unnecessary demand of reading ability as possible. Furthermore they may help to interpret the results of international comparative studies (e.g. PISA).
First supervisor: Ewa Bergqvist Second supervisor: Magnus Österholm