Abstract
New mathematics standards ask teachers to strengthen mathematics instruction while still building upon communication skills. In today's classroom, this is complicated by the growing number of English language learners (ELLs) across the country who because they are still learning English struggle with the language of mathematics. Researchers who have addressed the question of problem-solving among ELLs have explored schema-based instruction or the use of math journals. Of these two approaches, a discussion of the ELL population is not included in research on math journals and problem solving. Within the research on schema-based instruction, research limit their findings to ELLs with math difficulties (MD). This study addresses the gap in the research on problem-solving among ELLs. A writing structure referred to as Source, Path, Goal (SPG) was used as a linguistic scaffold and type of schema-based instruction. Instruction was set in an elementary ELL classroom. Each group received a different level of scaffolded instruction: 1) instruction only treatment group, 2) instruction plus practice treatment group. Three non-parametric sign tests were conducted (one for each group) to compare pre- and post-test results and indicated strong support for the use of scaffolding plus practice. An analysis of the students’ written explanations of how they solved their math problems only indicated an increase in problem-solving skills for instruction only treatment group, but both treatment groups increased in the depth of their mathematical thinking. Implications for practice and future research are shared.
Highlights
An ongoing discussion in the teaching of problem-solving in mathematics to young children has been the question of how to teach students to deconstruct the language of the problem, parse out the most important elements and form a plan to solve it
This study examines the use of schema-based instruction (SBI) in a third grade classroom of English language learners (ELLs) students who do not have math difficulty (MD)
Not enough SBI research has explored the potential benefits of linguistic scaffolding among ELL students who are not MD
Summary
An ongoing discussion in the teaching of problem-solving in mathematics to young children has been the question of how to teach students to deconstruct the language of the problem, parse out the most important elements and form a plan to solve it. SBI emerged in response to the practice of teaching students General Solution Instruction (GSI). According to Xin, Jitendra and DeatlineBuchman [1], GSI emphasizes language comprehension and often relies on the ‘key word’ strategy in which students are taught to identify a key word which can be used to guide them through the problem-solving process. Words and phrases such as ‘add up to’ or ‘result’, for instance, suggest the act of addition and a problem-solving plan. Students are only focused on which mathematical operation to use—division, multiplication, addition or subtraction— instead of why they are using a particular operation
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