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Kong, Jennifer E.; Swanson, H. Lee – Learning Disability Quarterly, 2019

English learners (ELs) experience difficulty with mathematical problem solving because word problems require complex processes beyond basic math skills, such as the use of linguistic information, identifying relevant information, and constructing the appropriate problem statement. This study used a combined multiple baseline design and criterion…

Descriptors: Word Problems (Mathematics), Problem Solving, English Language Learners, Difficulty Level

Banes, Leslie C.; Ambrose, Rebecca C.; Bayley, Robert; Restani, Rachel M.; Martin, Heather A. – Journal of Language, Identity, and Education, 2018

This mixed-method study examines the relationship between classroom discussion and student performance in twenty 3rd and 4th grade classrooms in northern California with 50% English language learners (ELLs). Discussions were scored on features including use of multiple approaches for solving problems, students' opportunities to speak, equitable…

Descriptors: Mathematics Instruction, Elementary School Students, Mathematics Tests, Problem Solving

Khasanova, Elvira – ProQuest LLC, 2016

Students' development of conceptual understandings is a central goal of mathematics education (CCSS-Mathematics, 2010). Such a challenging, yet ambiguous, goal cannot be achieved without empowering teachers with the knowledge and tools critical for their ability to adequately convey the content, and assess and interpret students' performance. This…

Descriptors: Mathematical Concepts, Concept Formation, Mathematics Instruction, Geometric Concepts

Kong, Jennifer E.; Orosco, Michael J. – Learning Disability Quarterly, 2016

Minority students at risk for math difficulties (MD) struggle with word problems for various reasons beyond procedural or calculation challenges. As a result, these students require support in reading and language development in addition to math. The purpose of this study was to assess the effectiveness of a math comprehension strategy based on a…

Descriptors: Problem Solving, Word Problems (Mathematics), At Risk Students, Mathematics Skills

Orosco, Michael J. – Exceptionality, 2014

Word problems for English language learners (ELLs) at risk for math disabilities are challenging in terms of the constant need to develop precise math language and comprehension knowledge. As a result of this, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a…

Descriptors: English Language Learners, Hispanic American Students, Grade 3, Elementary School Students

Rutherford, Teomara; Farkas, George; Duncan, Greg; Burchinal, Margaret; Kibrick, Melissa; Graham, Jeneen; Richland, Lindsey; Tran, Natalie; Schneider, Stephanie; Duran, Lauren; Martinez, Michael E. – Journal of Research on Educational Effectiveness, 2014

Fifty-two low performing schools were randomly assigned to receive Spatial-Temporal (ST) Math, a supplemental mathematics software and instructional program, in second/third or fourth/fifth grades or to a business-as-usual control. Analyses reveal a negligible effect of ST Math on mathematics scores, which did not differ significantly across…

Descriptors: Computer Assisted Instruction, Mathematics Instruction, Elementary School Mathematics, Intervention

Swanson, H. Lee; Orosco, Michael J.; Lussier, Cathy M. – Exceptional Children, 2014

This study investigated the role of strategy instruction on solution accuracy in children with and without serious math difficulties (MD) in problem solving. Children's posttest solution accuracy was compared on standardized and experimental measures as a function of strategy conditions. Strategy conditions included curriculum materials that…

Descriptors: Mathematics Instruction, Teaching Methods, Problem Solving, Learning Problems

Valenzuela, Vanessa V.; Gutierrez, Gabriel; Lambros, Katina M. – School Psychology Forum, 2014

An A-B single-case design assessed at-risk students' responsiveness to mathematics interventions. Four culturally and linguistically diverse second-grade students were given a Tier 2 standard protocol mathematics intervention that included number sense instruction, modeling procedures, guided math drill and practice of addition and subtraction…

Descriptors: Response to Intervention, Mathematics Instruction, Grade 2, Elementary School Students

What Works Clearinghouse, 2012

The study examined the effectiveness of an intervention designed to teach mathematical concepts through music. Specifically, it investigated the effect of the intervention on third-grade students' understanding of fractions. Sixty-seven students from one northern California elementary school participated in the study over a period of six weeks; of…

Descriptors: Music Education, Mathematics Instruction, Mathematics, Mathematical Concepts