Teacher Perceptions of Factors That Make Mathematics Word Problems More Difficult for English Learners

• In Event: 61.068 - MTCC Roundtable Session 23
  In Roundtable Session: 61.068-9 - Improving Mathematics Teaching and Assessment for English Learners

Abstract

Language demands of mathematics word problems may create challenges for English Learners (ELs) and native English-speaking students alike. While factors that contribute to ELs’ difficulty solving math word problems have been explored in the literature, it is unclear how aware teaches are of these findings. In this study, we conducted a survey with 257 mathematics teachers, asking about features they believe support or hinder mathematics word problem solving (MWPS), as well as accommodations they provide to support students’ MWPS. We found that teachers are aware of a variety of research-based factors that make the language of mathematics word problems difficult, are more likely to think these issues apply mainly to ELs, and are more likely to provide accommodations for ELs.

Authors

• Deni L. Basaraba, Bethel School District 52

• Candace A. Walkington, Southern Methodist University

• Doris Luft Baker, Southern Methodist University

• Leanne R. Ketterlin-Geller, Southern Methodist University

• Paul Yovanoff, Southern Methodist University