The Effect of Conceptual Model-Based Problem-Solving (COMPS) With Multiple Scaffolds on Mathematics Problem-Solving for Struggling English Learners

• In Event: Sheraton Roundtable Session Eight
  In Roundtable Session: Mathematics for All: Strategies to Enhance Learning Opportunities (Table 17)

Abstract

The purpose of the present study is to examine the effectiveness of the scaffolded model-based problem-solving (MBPS) instructions to enhance the performance of English learners (ELs) with learning difficulties in mathematics (LDM) to solve word problems. Using a multiple-probe design, three third-grade ELs with LDM received multiple instructional scaffoldings during the intervention. It was found that all three participants improved their performance on the researcher-developed criterion tests as well as the generalization test following the intervention. This study also analyzed students’ problem-solving processes and explored the relationship between students’ word problem-solving accuracy and processes, which has the potential to pinpoint the difficulties ELs with LDM experience and, therefore, guide practitioners in teaching ELs with LDM.

Authors

• Qingli Lei, University of Illinois at Chicago
  Presenting Author

• Yan Ping Xin, Purdue University
  Presenting Author