Abstract:

This paper presents a development project of a module of mathematics of social sector and healthcare within a higher education preparatory program for immigrants. The pilot of this module is planned, implemented and evaluated in the framework of a two-year project called Getting ready that is funded by the Ministry of Education and Culture in Finland. The module at hand is implemented online in summer semester 2019 and it is provided by Laurea University of Applied Sciences in the metropolitan area of Finland. The target group of the modules produced in the project are adult immigrants pursuing higher education in Finland, that is to say they are Finnish as a second language learners.

One might consider numeracy as a universal language and as such, learning mathematics could ease up the demands that many of the students face in e.g. learning second language along with professional studies. However, there are studies that show that second language learners’ performance in mathematics in an average tend to be weaker than that of native speakers. (Schleppegrell 2007.) Previous studies have identified at least three variables that might affect the learners’ outcomes: first of all, the language of calculations consist of specific terminology and complex topics and it is cognitively burdening for the students to follow the teacher’s instructions in case one needs to acquire both the procedures and the vocabulary, as some of the students do. (Riccomini 2015).

Secondly, the students may lack means of making questions, expressing their thinking and co-operating with other learners. This, in turn, may slow down their development. (Bernardo 2006).

Thirdly, the language skills of the learners (B1 in Common European Framework of Reference, CEFR) enables them “to express oneself in a limited way in familiar situations and to deal in a general way with nonroutine information” (CEFR). That is to say that the requirements of precision in discussing mathematical problems and interpretation of problems stated in writing pose a major challenge for the second language learners (See Ahlholm & Portaankorva-Koivisto 2018).

In our paper, we will present the pedagogical solutions and tools that we have constructed in order to tackle the challenges described above. As the ongoing module proceeds, we will also collect feedback of the students’ experiences on the pilot module and discuss the results.

Keywords:

Online learning, mathematics, social services, health care, higher education, migrants, second language.