Transadapted Spanish Digital Lessons in Mathematics Instruction: An Investigation of Usage and Student Growth

• In Event: Leveraging Technology to Enhance Teaching, Learning, and Assessment in STEM Education

Abstract

Achievement gaps between EL and non-EL students (e.g., NAEP, 2022) are often attributed to EL’s low levels of English proficiency. Research on mathematics bilingual education that supports EL students is vast (e.g., de Araujo, 2018) and often focused on Spanish speakers, the largest proportion of ELs in the U.S. However, research on the translated materials available to support EL students in the classroom is lacking. This study investigated how much students engaged with and performed in transadapted lesson pairs (English–Spanish) available through an EdTech supplemental platform, and compared student growth between Spanish and English instruction users. Results show similar lesson time-on-task and performance on equivalent lessons, as well as equitable growth outcomes between users of Spanish and English instruction.

Authors

• Sebastian Moncaleano-Wallrich, Curriculum Associates

• Fusun Sahin, Curriculum Associates

• Logan A. Rome, Curriculum Associates