Performance Differences on a Measure of Mathematics Vocabulary for English Learners and Non-English Learners with and without Mathematics Difficulty
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| Title: | Performance Differences on a Measure of Mathematics Vocabulary for English Learners and Non-English Learners with and without Mathematics Difficulty |
|---|---|
| Language: | English |
| Authors: | Powell, Sarah R. (ORCID |
| Source: | Grantee Submission. 2020. |
| Peer Reviewed: | Y |
| Page Count: | 39 |
| Publication Date: | 2020 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A150078 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 3 Primary Education |
| Descriptors: | Vocabulary, Grade 3, Elementary School Students, English Language Learners, Mathematics Instruction, Equations (Mathematics), Problem Solving, Word Problems (Mathematics), Language Skills, Mathematics Achievement, Learning Disabilities, Urban Schools |
| DOI: | 10.1080/10573569.2019.1677538 |
| Abstract: | The purpose of this study was to measure the mathematics-vocabulary performance of 3rd graders to determine if performance differences existed among English learners (ELs) and non-ELs with and without mathematics difficulty (MD). Using screening data from a large-scale intervention study, we categorized students into four groups based on equation solving and word-problem performance: no MD, equation difficulty, word-problem difficulty, or equation and word-problem difficulty. Within these four categories, we compared student performance between ELs and non-ELs. Results showed ELs scored lower than non-ELs across all groups. Both ELs and non-ELs with equation and word-problem difficulty demonstrated lower performance on the mathematics vocabulary measure than students with only equation difficulty or word-problem difficulty. Findings indicated ELs and students with MD have limited mathematics vocabulary knowledge and may require focused instruction on the language of mathematics. [This paper was published in "Reading and Writing Quarterly: Overcoming Learning Difficulties" v36 n2 p124-141 2020 (EJ1249760).] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2020 |
| Accession Number: | ED604166 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to measure the mathematics-vocabulary performance of 3rd graders to determine if performance differences existed among English learners (ELs) and non-ELs with and without mathematics difficulty (MD). Using screening data from a large-scale intervention study, we categorized students into four groups based on equation solving and word-problem performance: no MD, equation difficulty, word-problem difficulty, or equation and word-problem difficulty. Within these four categories, we compared student performance between ELs and non-ELs. Results showed ELs scored lower than non-ELs across all groups. Both ELs and non-ELs with equation and word-problem difficulty demonstrated lower performance on the mathematics vocabulary measure than students with only equation difficulty or word-problem difficulty. Findings indicated ELs and students with MD have limited mathematics vocabulary knowledge and may require focused instruction on the language of mathematics. [This paper was published in "Reading and Writing Quarterly: Overcoming Learning Difficulties" v36 n2 p124-141 2020 (EJ1249760).] |
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| DOI: | 10.1080/10573569.2019.1677538 |
