Culturally Responsive Schema-Based Instruction: Improving Word-Problem Solving for English Language Learners With Mathematics Difficulties

• In Event: 73.060 - Roundtable Session 31
  In Roundtable Session: 73.060-1 - Bilingual Students with Special Needs

Abstract

Objectives
Participants will learn how to modify existing evidence-based practices for word problem instruction for English language learners (ELLs). Participants will also learn from teacher perspectives of incorporating culturally responsive word problem instruction in small group settings for ELLs with mathematics difficulties (MD).

Theoretical Framework
A common misconception is that ELLs will do well in mathematics because the content is independent of language proficiency (Bresser, Melanese, & Sphar, 2010; Murrey, 2008). Language, however, is especially prevalent in mathematics word problems. Solving word problems may be particularly difficult for ELLs because of the complexities involved with learning a second language. ELLs score significantly lower than proficient English speakers on mathematics assessments involving word problems, and the language of the assessment contributes to students’ difficulty (Abedi & Lord, 2001). Very little research has focused on word-problem solving instruction for ELLs with mathematics difficulties (e.g., Orosco et al., 2013). To understand the efficacy of culturally responsive word-problem solving instruction, a mixed methods study will be designed to collect both quantitative and qualitative data regarding student performance.

Methods and Data Sources
The quantitative component of this mixed methods study will employ a multiple baseline single-subject design across 3-6 student participants. Research assistants (RAs) will provide CR-SBI to small groups of ELLs identified with MD. This intervention will combine evidence-based practices of schema-based word problem instruction (SBI) and culturally responsive instruction. CR-SBI will follow traditional SBI, where RAs will instruct students to identify the problem type, identify the missing information, identify the known information, and to set up the appropriate equation.

Culturally responsive pedagogy will be infused into SBI in several ways. One specific example is the use of native language. Attending to native language, and leveraging it as a resource, provides opportunities for meaningful instruction and assessment (Gersten, Baker, Haager, & Graves, 2005; Klingner, Boardman, Eppolito, & Schonewise, 2012; Moschkovich, 2013). RAs will be prompted to explicitly using students’ own experiences and language as a form of cultural scaffolding (Gay, 2002).
Qualitative data will be collected throughout the course of the study through observations, formal interviews, and document analysis. Dependent measures include word-problem solving in English and native language, addition fluency performance, teacher and student perceptions, and social validity.
Results
Data collection will begin in September 2014 and conclude by December 2014. Data analysis will occur throughout the course of the intervention and conclude by January 2015.

Scholarly Significance
Students who demonstrate persistent difficulty in mathematics are often referred for special education identification. The majority of existing research on ELLs with or at risk for learning disabilities (LD) focuses on literacy interventions. Less is known about the effectiveness of mathematics interventions for ELLs. Findings from this study can inform classroom instruction for ELLs to improve mathematics performance. Sample lessons from the intervention will be provided. In addition, implications for using culturally responsive interventions as part of the RTI framework will be discussed.

Author

• Melissa Kypraios Driver, University of Virginia