Culturally and Linguistically Responsive Schema Intervention

Abstract

Early success in mathematics is important because it is a strong predictor of later achievement in school (Morgan, Farkas, & Wu, 2011), and mathematics success leads to increased college and career opportunities (Murnane, Willett, Braatz, & Duhaldeborde, 2001). Achievement in mathematics is often measured by high-stakes standardized tests such as the National Assessment of Educational Progress (National Center for Education Statistics, 2013) that rely heavily on word problems. A word problem is a mathematics calculation embedded within sentences (Powell, 2011; Riley & Greeno, 1988). To solve word problems, students use text, typically presented in English, to identify missing information, make a plan to solve the problem, and perform one or more calculations to get the solution (Powell, 2011). The language and multi-step processes inherent in word problems can pose particular difficulties for English Language Learners (ELLs; Martiniello, 2008). The purpose of this study was to investigate the efficacy of a word-problem intervention for ELLs that incorporated culturally and linguistically responsive elements, which may be an important component of word-problem interventions for ELLs. Mathematics Achievement and ELLs The term ELL refers to a wide range of students with varying linguistic, cultural, and educational backgrounds. By federal definition, ELLs' native language is a language other than English, and their level of English proficiency may impede academic achievement in classrooms where the language of instruction is English (Linquanti & Cook, 2013). English language is embedded within mathematics instruction, and ELLs often lag behind native English speakers in performance on standardized mathematics measures involving word problems at the elementary and secondary levels (Abedi & Lord,

A Meta‐Analysis of Single‐Case Research on Mathematics Word Problem‐Solving Interventions for English Learners with Learning Disabilities and Mathematics Difficulties

“…According to the IDEA (2004), the current categories of LD include specific disabilities in mathematical problem-solving and mathematics calculation (Bryant, Bryant, & Smith, 2019;Swanson et al, 2020). A mathematics disability (MD), which is also referred to as dyscalculia (Driver & Powell, 2017), is a type of specific learning disability (SLD) related to a neurologically based disorder. There are various types of characteristics that students with MD generally possess.…”

“…An abundance of empirical literature has explored effective interventions in mathematics word problem solving for ELs with LD or MD. These interventions include paraphrasing word problem-solving intervention (Kong & Swanson, 2019), dynamic strategic math (Orosco, 2013(Orosco, , 2014a(Orosco, , 2014b, model drawing strategy (Sharp & Dennis, 2017), and culturally and linguistically responsive schema intervention (Driver & Powell, 2017), to name a few. Culturally responsive pedagogy can be implemented as part of the mathematics word problem-solving intervention by choosing linguistically or culturally relevant topics as materials in word-problem situations (Kim, Wang, & Michaels, 2015;Orosco, 2014a).…”

Paraphrasing Interventions and Problem‐Solving Accuracy: Do Generative Procedures Help English Language Learners with Math Difficulties?

“…For example, an evidence-based intervention referred to as schemabased instruction (SI) has yet to provide evidence on the effectiveness of this approach for ELL children with MD. As stated by Driver and Powell (2017), "although ELLs have been included in past SI research, there has not been a study to date investigating the effectiveness of this approach for this specific student population" (p. 44). Thus, as with schemabased instruction, further work is necessary in validating the treatment effectiveness of generative learning for ELL children with MD.…”

Implementation of Reportage-based Speaking Skills Learning in Vocational High Schools

“…One technique that can be used for learning to speak is by interviewing. During the Covid-19 period, students tended to be lazy to read and speak while learning was being carried out (Driver & Powell, 2017;Huertas-Abril, 2021). Vocabulary's and mastery of good communication methods need to be improved so that the purpose of conveying information on language skills can be achieved properly.…”