The Longitudinal Impact of Mentoring Mathematical Minds (M3) Curriculum and Teacher as a Facilitator on the Math Creative Problem-Solving Ability of Mathematically Promising English Language Learners

• In Event: 46.071 - At-Risk Populations in Gifted Education

Abstract

This experimental study evaluated the effectiveness of a three-year implementation of the Mentoring Mathematical Minds (M3) curriculum on the math creative problem solving (MCPS) of mathematically promising English language learners (MPELLs) students in the 5th grade. A sample of 122 fifth-grade ELL students from four New York City public schools were identified as having high mathematical potential, and randomly assigned to the treatment and control groups. The treatment groups received the M3 curriculum for three years, while the control groups were taught the Everyday math curriculum. The MCPS Test was administered before and after the implementation period. The data was analyzed using independent t-tests and Repeated Measures Analysis of Variance (MANOVA) to determine significant difference between the treatment and control.

Authors

• Marcella Mandracchia, St. John's University

• Seokhee Cho, St. John's University