Planning Strategies Used by English Learners to Solve Math Problems

• In Event: English Language Learning Students

Abstract

This study sought to examine the cognitive strategies that English Language Learners (ELLs) in grades 4th-6th used in solving math problems. Specifically, this study sought to determine the differences in strategies employed in solving math problems for Latino non-ELLs and ELLs, high and low achieving ELLs, and gender in late elementary and early middle school grades. The study used a four-point Likert scale questionnaire and examined students’ self reported responses.
The study incorporated elements of Vygotsky’s (1934) theory of looking at learning as a social-cultural process, and the work of Lara-Alecio and Parker (1994) who developed a theoretical model for assessing the cognitive aspects of language acquisition. This model was extended to math problem solving.

Author

• David J. Tarazon, Claremont University - Claremont Graduate University