English Language Learners' Language-Integrated Mathematics Game Play and Mathematics Test Scores (Poster 4)

• In Event: AERA Poster Session Four
  In Poster Session: Digital Learning and Development

Abstract

English language learners (ELLs) are a growing and significant population in U.S. schools. Prior work indicates mathematics instruction is not adequately benefiting ELLs. In this study, we examine the number of attempts it takes ELLs to pass language-integrated levels in a mathematics game and whether this difference in attempts is associated with end-of-year mathematics score payoffs. We find that ELLs take more attempts to pass levels overall, although they take relatively fewer attempts to pass language-integrated games than non-ELL peers. We also find language-integrated games are not associated with mathematics score payoffs. We conclude that instructional designers should revisit blending of language and mathematics to best serve this population.

Authors

• Raymond Patt, University of Delaware
  Presenting Author

• Kerry Duck, University of Delaware
  Non-Presenting Author

• Teomara Rutherford, University of Delaware
  Non-Presenting Author