The Effects of Guided Practice on Emergent Bilingual Students' Spanish and English Math Word Problem-Solving Performance

• In Event: Supporting Early Learning in Mathematics

Abstract

The purposes of this study were: (a) to examine the pathways of Latinx emergent bilingual students’ Spanish reading performance, and Spanish and English math word problem-solving (M-WPS); and (b) to examine if teacher-led instruction with guided practice moderates the relationship between students’ Spanish and English M-WPS. Twenty-eight teachers and 362 Latinx emergent bilingual student in first to third grades were recruited for this study. The findings revealed that: (a) level of Spanish reading performance determined level of Spanish M-WPS; (b) Spanish M-WPS determined level of English M-WPS; (c) Spanish M-WPS played a significant role in mediating English M-WPS; and (d) teacher-led instruction with guided practice played a significant role in moderating the relationship between Spanish and English M-WPS.

Authors

• Jui-Teng Li, Appalachian State University

• Stefania Petcu

• Jennifer Kong, University of New Mexico

• Lee Van Horn, University of New Mexico

• Lee Swanson, The University of New Mexico