Effective Teaching Strategies for Teaching Mathematics to Young Gifted English Learners

• In Event: Research on Giftedness, Creativity, and Talent SIG Virtual Paper Session

Abstract

This study analyzed the instructional strategies taking place in classrooms where an educational program called ‘Project BRIDGE’ was implemented. The program was designed to promote math and language skill acquisition in gifted English learners. Previous empirical quantitative studies showed that intervention students who participated in Project BRIDGE consistently outperformed their comparison peers. In the present study, we carried out analysis of classroom observation from each group to understand how the achievement difference might have come out. Results showed that the intervention teacher was more effective in these instructional practices than the comparison teacher: 1) set high expectations for student performance; 2) maintain high cognitive demand; 3) encourage critical and creating thinking, and 4) engage students in problem-solving.

Authors

• Jenny Yang, St. John's University
  Presenting Author

• Gulnur Ozbek, St. John's University
  Presenting Author

• Shaoru Liang, St. John's University
  Non-Presenting Author

• Seokhee Cho, St. John's University
  Presenting Author