Language Repair Strategies in Bilingual Tutoring of Mathematics Word Problems

Oliveira, Alandeom W.; Meskill, Carla; Judson, Darlene; Gregory, Karen; Rogers, Patterson; Imperial, Christopher J.; Casler-Failing, Shelli L.

doi:10.1080/14926156.2014.990173

Cited by 6 publications

(3 citation statements)

References 33 publications

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“…mathematical terminology), and with a distinctive internal organisation (i.e. a textual structure) that can be logically and rationally understood by readers who bring with them expectations, interests, viewpoints, interpretations and prior reading experiences (Oliveira et al, 2015).…”

Section: Mathematics Word Problemsmentioning

confidence: 99%

Flexible teaching of mathematics word problems through multiple means of representation

Moleko

Mosimege

2021

Pythagoras

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Flexible teaching of mathematics word problems is essential to improve learning. Flexible teaching is vital in terms of providing meaningful learning, creating inclusive learning spaces and making content accessible. As such, teachers need to strive to provide flexible teaching of mathematics word problems in order to optimise and maximise learning. In line with this notion, therefore, the qualitative case study reported in this article aimed to explore the implementation of one aspect of universal design for learning (UDL), namely multiple means of representation (MMR), to guide flexible teaching of mathematics word problems. Data were collected using focus group discussions, reflection and observation sessions in which five high school mathematics teachers and a Head of Department were involved. The teachers participated in a mini-workshop on the application of the UDL principles which was organised to introduce and induct them to the approach. The study showed that MMR can be used to help guide flexible teaching of mathematics word problems by providing varied options for comprehension: options for language, mathematical expressions and symbols, as well as options for perception. The findings of the study recommend the need for teachers to adapt their teaching by considering the application of the MMR principle to guide and promote flexible teaching of mathematics word problems.

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Section: Mathematics Word Problemsmentioning

confidence: 99%

Flexible teaching of mathematics word problems through multiple means of representation

Moleko

Mosimege

2021

Pythagoras

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“…Researchers have found that the academic performance of ELs improves significantly when such linguistic support is incorporated appropriately in the classroom (Pereira & de Oliveira, 2015; Verplaetse & Migliacci, 2017). Further, the greater the second-language support, the smaller the achievement gaps between ELs and their peers (Oliveira et al, 2015; Viesca et al, 2019).…”

Section: Adding Linguistic Support To Maintain Academic Rigormentioning

confidence: 99%

Teachers’ beliefs about English learners: Adding linguistic support to enhance academic rigor

Torff¹,

Murphy²

2020

Phi Delta Kappan

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A persistent achievement gap for English learners (ELs) has prompted educators to search for contributing factors and pedagogical solutions. Research by Bruce Torff and Audrey Figueroa Murphy shows teachers’ beliefs about rigor of curriculum may contribute to the problem; teachers supported less rigorous curriculum for ELs, evincing a “rigor gap” likely to exacerbate the EL achievement gap. They suggest that systematic analysis of the linguistic demands of classroom tasks can facilitate the design of appropriate linguistic supports, allowing ELs to engage in academically rigorous instruction comparable to that afforded English-proficient students. Counteracting the rigor gap as such has promise to ameliorate the EL achievement gap.

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“…Jimenez (2015) visar att elever löser uppgiften på både sitt första-och andraspråk. Genom att studera hur elever resonerar och tänker högt visades att både första-och andraspråket bidrar med verktyg och strategier att lösa en uppgift (se också Oliveira et al, 2015, Esquinca, 2011, Clarkson, 2007, Parvanehnezhad & Clarkson, 2008, en översikt finns i Vahlstedt, 2016). Dessa studier har bedrivits inom matematikämnet men visar på att andraspråkselever utnyttjar språkkunskaper i båda sina språk för att kunna besvara en fråga i en provsituation.…”

Section: Tidigare Forskningunclassified

Vilka typer av uppgifter gynnar elever som följer kursplanen i svenska som andraspråk? En undersökning med data från de nationella proven i geografi.

Fjellborg

Molin²

2018

ADNO

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Elever med utländsk bakgrund tenderar att prestera sämre än svenskfödda elever i skolan primärt på grund av sämre kunskaper i det svenska språket. Utifrån statistisk analys (Differential item functioning) identifieras uppgifter från de nationella proven i geografi (2014 – 2017) där elever som följer kursplanen i svenska som andraspråk klarar sig avsevärt mycket bättre - eller sämre - än förväntat. Tidigare forskning har visat att geografiska begrepp är särskilt svåra för elever som inte har svenska som modersmål, vilket också påvisas i denna studie. Den visar att det särskilt är uppgifter med lite text som handlar om geografiska begrepp som uppvisar större skillnader i prestationer mellan elever som följer kursplanen i svenska respektive svenska som andraspråk. Resultaten kan stödja såväl lärare som provkonstruktörer att bättre anpassa undervisning och prov genom att undvika att skapa uppgifter som mäter irrelevanta bakgrundsfaktorer som påverkar elevernas möjligheter att besvara uppgifter på ett adekvat vis utifrån deras kunskapsnivåer.Nyckelord: Nationella prov i geografi, uppgiftsformat, elever med utländsk bakgrund, svenskfödda elever, DIF-analysWhat types of test items benefit students who follow the syllabus in Swedish as a second language? A study using data from the Swedish national assessments in geography.AbstractPupils born outside Sweden are likely to accomplish less in comparison to native pupils, primarily as a result of inferior knowledge of the Swedish language. Based on a statistical analysis (Differential item functioning) of questions given at national tests in geography (2014-2017), it was possible to identify questions where pupils following the syllabus of Swedish as a second language attain either considerably better or more inferior results than expected. Earlier research has shown that pupils whose native language is not Swedish find it particularly hard to comprehend geographic concepts, which was confirmed by the present study. This study furthermore revealed that in particular questions containing a limited amount of text concerning geographic concepts resulted in larger differences than expected between native pupils following the syllabus in Swedish and foreign born pupils following the syllabus in Swedish as a second language. These findings could aid teachers and test constructors in their efforts to adjust teaching and tests by not formulating questions that measure irrelevant background factors, which might affect the pupils’ ability to answer questions adequately, based on their level of knowledge.Keywords: National tests in geography, question format, pupils born outside Sweden, Swedish-born pupils, DIF-analysis

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Language Repair Strategies in Bilingual Tutoring of Mathematics Word Problems

Cited by 6 publications

References 33 publications

Flexible teaching of mathematics word problems through multiple means of representation

Flexible teaching of mathematics word problems through multiple means of representation

Teachers’ beliefs about English learners: Adding linguistic support to enhance academic rigor

Vilka typer av uppgifter gynnar elever som följer kursplanen i svenska som andraspråk? En undersökning med data från de nationella proven i geografi.

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