The Effect of Conceptual Model-Based Intervention on Improving Mathematics Word Problem-Solving Performance of At-Risk English Language Learners

• In Event: 79.050 - MTCC Roundtable Session 36
  In Roundtable Session: 79.050-10 - Supporting Emergent Bilinguals in STEM

Abstract

This study evaluates the effects of a human-delivered Conceptual Model-based Problem Solving (COMPS) program to promote the ability of ELLs with learning difficulties (LD) to solve mathematics word problems. Participants were three third-grade ELLs with LD. The authors used a multiple-probe design to evaluate the effect of the COMPS program on participating students’ performance on solving a range of additive word problems. The results indicate that all three participants improved their performance on researcher developed criterion tests and a generalization test. It seems that features such as visual scaffolding, linguistic scaffolding, and interactive scaffolding found in COMPS approach, which are supported by common best practices from the ELL literature, may have contributed to the positive outcome of this study.

Authors

• Qingli Lei, Purdue University

• Yan Ping Xin, Purdue University

• Bingyu Liu, Purdue University

• Soo Jung Kim, Purdue University

• Shuang Wei, Purdue University

• Wudong Wang, Purdue University