The Effect of Computer-Assisted Conceptual Model-Based Intervention Program on Mathematics Problem-Solving Performance of At-Risk English Learners^*

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

“…Perhaps the best explanation for this difference is that the cognitive load of learning two distinct skills, reading and mathematics, may yield slower progress than focusing solely on one target skill. Furthermore, studies addressing reading (and mathematics) interventions (e.g., Kong & Orosco, 2016; Kong & Swanson, 2019; Orosco et al., 2013) focused primarily on linguistic instructions by semantically teaching word problem stories through math vocabulary or paraphrasing, but did not necessarily address finding solutions for solving mathematics problems for ELs with MD (Xin et al., 2020). Nonetheless, ELs with both MD and reading disabilities (or deficient oral reading fluency skills) may have more needs in terms of learning reading comprehension when learning to solve mathematics word problems.…”

“…One possible reason for this result is that including CRP may have caused students to split their focus rather than focusing solely on the intervention related directly to solving math word problems. A culturally‐responsive component (e.g., use prior knowledge, choose culturally relevant content, Kim et al., 2015; Orosco, 2014a) may enhance ELs’ motivations, but may also detract from the intervention specific to resolving mathematics word problems rather than enhancing students’ mathematical conceptual understanding (Xin et al., 2020). Moreover, culturally responsive pedagogy is difficult to interpret and apply in experimental design (Orosco & Abdulrahim, 2018), especially when multiple facets of culture (e.g., experiences, values, attitudes, countries, traditions, languages, religions) are considered.…”

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

“…As Bernacki et al [56], Confrey et al [57], and Rød and Nubdal [58] indicated, the feedback provided by digital learning systems is very helpful in mathematics, as students' difficulties are diagnosed more quickly than they are in traditional learning environments. This digital feedback complemented with feedback received from peer help [59,60] may have helped students more accurately detect the content that was more difficult for them and therefore have facilitated important improvements in their academic achievement, as being better able to detect their difficulties enabled them to make improvements in learning the content in which they were less competent or that was more challenging for them [61][62][63][64]. Additionally, the fact that the form of tutoring they participated in was reciprocal may have also significantly improved the students' mathematics anxiety [65,66] and mathematics self-concepts [67], two variables that have been frequently correlated with academic achievement [68][69][70][71] which may have provoked an even higher increase in the effects of the intervention.…”

The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners

“…Wu and An (2016) used visual representations in conjunction with mathematical ones in a model‐based primary EL mathematics classes with 55 students and they were found to support EL growth in model‐based reasoning and more impressively demonstrated that ELs post problem‐solving performance was on par with non‐ELs. Increased problem‐solving ability on standardized math tests was also found when 4 EL primary mathematics students used a cognitive tutor that used visual and mathematics representations as well as linguistic scaffolds (Xin et al, 2020). The dramatic increase in problem‐solving when developing models consisting of multiple representations within the modeling‐based lessons might be caused due to students taking these representations to the next level as they are specifically connecting each representation to not only the initial science phenomena but also the other representations.…”