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ERIC Number: EJ957632
Record Type: Journal
Publication Date: 2012-Aug
Pages: 13
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0360-1315
Using Digital Technologies to Redress Inequities for English Language Learners in the English Speaking Mathematics Classroom
Freeman, Barbara
Computers & Education, v59 n1 p50-62 Aug 2012
This study examined the question, "What is the impact of a digital math intervention on secondary ELL students' mathematical capabilities and perceptions of their future possibilities?" The hypothesis was that through its direct effect on increasing students' math ability and its indirect effect on increasing students' perceived math self-efficacy, the digital intervention affects students' perceptions of their functionings and future possibilities. A path analysis, with qualitative data nested into the design, was used to analyze the conceptualized relationships. The study was conducted with 50 ninth-and-10th-grade Hispanic students in a Colorado high school, over 6 months. The primary finding was that through its direct effect on increasing students' math ability and its indirect effect on increasing students' perceived math self-efficacy, the digital intervention improved students' perceptions of their functionings and future possibilities. What this study specifically underscores is the importance of taking a coherent and purposeful approach toward the design of digital student-directed educational technology, especially for ELL students who may have specific learning needs. (Contains 6 figures and 3 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado