Only for Multilingual Students at Risk? Cluster-Randomized Trial on Language-Responsive Mathematics Instruction

Autor/inn/en	Prediger, Susanne; Erath, Kirstin; Weinert, Henrike; Quabeck, Kim
Titel	Only for Multilingual Students at Risk? Cluster-Randomized Trial on Language-Responsive Mathematics Instruction
Quelle	In: Journal for Research in Mathematics Education, 53 (2022) 4, S.255-276 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Language Usage; Mathematics Instruction; Randomized Controlled Trials; Multilingualism; Bilingual Students; At Risk Students; Monolingualism; Academic Language; Language Proficiency; Intervention; Regression (Statistics); Outcomes of Education; Instructional Effectiveness; Vocabulary Development; Fractions; Discourse Analysis; Scaffolding (Teaching Technique); Mathematics Achievement; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Sprachgebrauch; Mathematics lessons; Mathematikunterricht; Mehrsprachigkeit; Multilingualismus; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Language skill; Language skills; Sprachkompetenz; Regression; Regressionsanalyse; Lernleistung; Schulerfolg; Unterrichtserfolg; Wortschatzarbeit; Bruchrechnung; Diskursanalyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Deutschland
Abstract	Empirical evidence exists that enhancing students' language can promote the mathematics learning of multilingual students at risk, whereas other target groups (e.g., monolingual students, successful students, both with diverse academic language proficiency) have hardly been considered. This cluster-randomized controlled trial (N = 589) investigates differential effects for these extended target groups, comparing two language-responsive interventions (with or without vocabulary work) and a control group. The regression analysis reveals that all students significantly deepened their conceptual understanding in both interventions. Unlike what was anticipated, multilingual students' growth of conceptual understanding had no significant additional benefit from integrated vocabulary work. These findings call for promoting language-responsive mathematics instruction for all students and for using a discursive rather than a vocabulary focus. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01