Mathematical Classroom Discussion as an Equitable Practice: Effects on Elementary English Learners' Performance

• In Event: 61.060 - Mathematics and Science in Bilingual Education Contexts

Abstract

In order to examine the relationship between classroom discussion and student performance, we observed mathematics lessons in twenty 3rd and 4th grade classrooms, with 50% EL students. The discussions were scored on features including use of multiple strategies for solving problems, students’ opportunities to speak, and equitable participation. A 20-item mathematics word problem test using linguistically simplified released items from the TIMSS and NAEP measured student performance. Using HLM analysis, we found that discussion scores significantly contributed to the explanation of between-class variation in Word Problem scores above and beyond that explained by prior mathematics performance and English proficiency. Further, mathematical discussion was equally beneficial for low English proficiency students and high proficiency students.

Authors

• Leslie C. Banes, University of California - Davis

• Rebecca Ambrose, University of California - Davis

• Rachel Marie Restani, University of California

• Heather Martin, University of California - Davis

• Robert Bayley, University of California - Davis