The Impacts of Teaching Practices on English Learners' Math Word Problem-Solving Accuracy

• In Event: Division C Section 1C: The Role of Language in Mathematics Educations

Abstract

The purpose of this study was to examine the effects of three instructional practices (explicit teaching, guided practice, and peer interaction) on English learners’ Spanish and English math problem-solving performance. A multilevel regression model predicted students’ math problem-solving performance at Wave 2, based on their math problem-solving performance at Wave 1 (N = 296 ELs) and teachers’ instructional practices at Wave 1 (N = 26 teachers). The results indicated that students’ math problem-solving performance at Wave 2 was significantly predicted by their math problem-solving performance at Wave 1, but a unique variance in the predictions also emerged when directly related to teachers’ use of explicit teaching, guided practice, and peer interaction.

Authors

• Jui-Teng Li, Appalachian State University

• Genesis Dominique Arizmendi

• Lee Swanson, The University of New Mexico