Making Meaning, Doing Math: High School English Learners, Student-Led Discussion, and Math Tracking

Autor/inn/en	Callahan, Rebecca M.; Humphries, Melissa; Buontempo, Jenny
Titel	Making Meaning, Doing Math: High School English Learners, Student-Led Discussion, and Math Tracking
Quelle	In: International Multilingual Research Journal, 15 (2021) 1, S.82-103 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Callahan, Rebecca M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2020.1778957
Schlagwörter	High School Students; English Language Learners; Mathematics Instruction; Constructivism (Learning); Student Placement; Track System (Education); Group Discussion; Mathematics Achievement; Teaching Methods; Problem Solving; Language Proficiency; Longitudinal Studies; Course Content; Student Participation; Correlation; Student Attitudes; Disproportionate Representation; Grade Point Average; Advanced Courses; Comparative Analysis; Native Speakers; Achievement Tests; Foreign Countries; Secondary School Students; International Assessment; Education Longitudinal Study of 2002 (NCES); Program for International Student Assessment + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematics lessons; Mathematikunterricht; Schülerpraktikum; Leistungsgruppe; Leistungsdifferenzierung; Gruppendiskussion; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Language skill; Language skills; Sprachkompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kursprogramm; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Korrelation; Schülerverhalten; Fortgeschrittenenunterricht; Muttersprachler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler
Abstract	Mathematics is not just memorized facts, but rather it is understanding how to approach and solve problems, and problem-solving requires linguistic proficiency. Too often, English learners' (ELs) relatively low math performance is dismissed due to their supposed "limited" English proficiency. Taking this perspective, a constructivist approach suggests that content-area discussions should improve EL students' math performance. To test this hypothesis, we use nationally representative data from the "Educational Longitudinal Study: 2002" to examine the relationship between students' reported participation in math discussions and their 10th-grade math performance (GPA), considering both course placement and linguistic status. While we find reported participation in student-led discussion to be positively associated with math performance for all students, we also find that EL students report higher participation in student-led discussions "only" in low-level math placement. This pattern suggests that for EL students, participation in student-led discussion may actually be necessary to counteract the limiting nature of low-track placement. We argue that although EL students appear to benefit from student-led discussions in these contexts, until school systems begin to address the overrepresentation of EL students in low-level coursework, instructional experiences alone will do little to improve their overall achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01