Culturally Appropriate Math Problem-Solving Instruction with English Language Learners

Autor/inn/en	Luevano, Carla; Collins, Tai A.
Titel	Culturally Appropriate Math Problem-Solving Instruction with English Language Learners
Quelle	In: School Psychology Review, 49 (2020) 2, S.144-160 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2020.1717243
Schlagwörter	Culturally Relevant Education; Mathematics Instruction; Teaching Methods; English Language Learners; Problem Solving; Instructional Effectiveness; Schemata (Cognition); Video Technology; Elementary School Students; Vocabulary Development; Hispanic American Students; Grade 2; Outcomes of Education; Word Problems (Mathematics); Intervention; Mathematics Tests; Computer Assisted Testing; Computer Software + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Unterrichtserfolg; Cognition; Schema; Kognition; Wortschatzarbeit; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; School year 02; 2. Schuljahr; Schuljahr 02; Lernleistung; Schulerfolg; Textaufgabe
Abstract	The purpose of this research study was to examine the effectiveness of culturally appropriate problem-solving instruction (CAPSI) incorporating elements from schema instruction, video modeling, and vocabulary instruction. Culturally relevant information and the students' native language were explicitly incorporated into math problem-solving instruction throughout the duration of intervention implementation. Four second-grade Latinx English language learner (ELL) students attending a P--6 elementary school took part in this study. The primary outcome data for this study were collected using word problem probes consisting of 30 word problems selected from grade-level textbooks. In addition to the word problem probes, the effects of the intervention on general problem solving and vocabulary acquisition were analyzed via pre- and posttest measures. The overall effectiveness of CAPSI was analyzed using a multiple baseline design across participants. Results from this study demonstrated improvements in problem solving and math vocabulary acquisition after the implementation of CAPSI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01