The Impact of Arts-Based Instruction on Mathematics Achievement for English Language Learners

• In Event: Impacts of Arts Inclusion and Integration

Abstract

This paper investigated the impact of arts-based instruction on English language learners’ (ELLs) math achievement. Through a mixed methods study, five grade-specific arts-based mathematics lessons were implemented with one class each of fourth and fifth grade ELLs. Subsequent performance on Mathematics standardized tests showed mean gains of .59 points for fourth grade and .68 for fifth grade intervention groups, compared to .08 and .14 point declines for fourth and fifth grade comparison groups. Observational data revealed the alignment of the art intervention lessons with mathematics, while interview notes provided additional connections between art and mathematics by the intervention instructor. The authors concluded that targeted arts education provides numerous opportunities for ELLs to develop academic language and improve mathematical achievement.

Authors

• Audrey Figueroa Murphy, Saint John's University

• Robin Elizabeth Finnan-Jones, Saint John's University