Performance Differences on a Measure of Mathematics Vocabulary for English Learners and Non-English Learners with and without Mathematics Difficulty

Autor/inn/en	Powell, Sarah R.; Berry, Katherine A.; Tran, Le M.
Titel	Performance Differences on a Measure of Mathematics Vocabulary for English Learners and Non-English Learners with and without Mathematics Difficulty
Quelle	(2020), (39 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Powell, Sarah R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Vocabulary; Grade 3; Elementary School Students; English Language Learners; Mathematics Instruction; Equations (Mathematics); Problem Solving; Word Problems (Mathematics); Language Skills; Mathematics Achievement; Learning Disabilities; Urban Schools + Suchen Sie Ihr Suchwort? Wortschatz; School year 03; 3. Schuljahr; Schuljahr 03; Mathematics lessons; Mathematikunterricht; Equations; Mathematics; Gleichungslehre; Problemlösen; Textaufgabe; Language skill; Sprachkompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Learning handicap; Lernbehinderung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The purpose of this study was to measure the mathematics-vocabulary performance of 3rd graders to determine if performance differences existed among English learners (ELs) and non-ELs with and without mathematics difficulty (MD). Using screening data from a large-scale intervention study, we categorized students into four groups based on equation solving and word-problem performance: no MD, equation difficulty, word-problem difficulty, or equation and word-problem difficulty. Within these four categories, we compared student performance between ELs and non-ELs. Results showed ELs scored lower than non-ELs across all groups. Both ELs and non-ELs with equation and word-problem difficulty demonstrated lower performance on the mathematics vocabulary measure than students with only equation difficulty or word-problem difficulty. Findings indicated ELs and students with MD have limited mathematics vocabulary knowledge and may require focused instruction on the language of mathematics. [This paper was published in "Reading and Writing Quarterly: Overcoming Learning Difficulties" v36 n2 p124-141 2020 (EJ1249760).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01