Operationalizing a Linguistic Framework for Math Texts to Inform and Improve Instruction for English Learners

• In Event: Roundtable Session 21
  In Roundtable Session: Math Talk and Communication Issues

Abstract

English language learners (ELLs) are a growing population in U.S. schools. While many struggle with math achievement, little has been done to document the linguistic complexity of math texts or the register required to participate in “math talk” communities. Math textbooks were analyzed using multiple frameworks to determine which language features were prominent in 4th-8th grade texts. This paper describes the how merging multiple frameworks to capture the linguistic and visual complexity of math texts to inform explicit language instruction was operationalized, (i.e., which language features were included/excluded), and results of the analyses. The data will be used to inform explicit language instruction for ELLs with the goal of improving academic achievement and conceptual understandings in math classrooms.

Authors

• Mary A. Avalos, University of Miami

• Margarita Zisselsberger, Loyola University Maryland

• Alain Bengochea, University of Miami

• Kristen Doorn, University of Miami School of Education and Human Development

• Naomi Ramona Iuhasz-Velez, University of Miami

• Tracy A. McLeod, University of Miami

• Ryan W. Pontier, University of Miami

• Marc Puccinelli, University of Miami

• Sabrina Francesca Sembiante, University of Miami

• Vanessa Thorrington, University of Miami