One of the most widespread learning handicaps is language-based learning disability. A type of learning disorder that is characterised by difficulties in reading or speaking, dyslexia (or dyslexia) can be linked to linguistic problems. Although language problems are often related to the teaching of theoretical subjects, they can have an impact on students’ ability solve arithmetic questions (McDowell 2018). These learning disabilities often cause students to struggle with understanding the requirements of solving arithmetic problem, especially when narrations are required. One of the biggest problems associated with language-based learning disabilities is the inability to express ideas clearly, especially when it comes to solving math questions. These linguistic disabilities can lead to poor performance in math and difficulty solving problems that involve mathematics.
The challenges can be addressed in many ways. Inclusive instructional practices are one of the main approaches. Many students face difficulties and problems in school. Math educators may use strategies to compensate for language problems by focusing on students. An additional intervention is oral language intervention. Oral language intervention is a classroom-based strategy that emphasizes spoken and verbal communication. They help students to understand the value of reading for learning. This helps students understand the terms and phrases used to solve arithmetic questions, which facilitates the completion of these assignments (Galuschka, et. al. 2020). Collaboration learning can be another way to improve student engagement within groups. Through peer communication, collaborative learning allows pupils to gain knowledge on mathematical concepts that are dependent upon language. The process is managed by the instructor. This is where inclusive learning and oral intervention may prove to be most effective, as they allow for excellent instruction and support student development.
The majority of the pupils that had trouble understanding the questions during the observation process were the ones who struggled to complete the arithmetic tasks. We discovered the main reason students couldn’t grasp the question’s purpose and goal, especially the terms used to frame them, like ‘evaluate’,’solve’, and ‘factorize’. This particular class of students was chosen as the main focus of our research because they were unable to understand both written and spoken language.
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