Can students with different language backgrounds profit equally from a language-responsive instructional approach for percentages? Differential effectiveness in a field trial

IF 2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Mathematical Thinking and Learning Pub Date : 2021-06-10 DOI:10.1080/10986065.2021.1919817

Susanne Prediger, Philipp Neugebauer

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引用次数: 7

Abstract

ABSTRACT Language-responsive instructional approaches are intended to enhance the mathematics learning of students with low academic language proficiency, mostly by enriching mathematical content trajectories with systematic language-learning opportunities. However, little is known about their effects (and in particular differential effects) in linguistically diverse classrooms. The paper reports on a cluster-randomized field trial investigating the effectiveness of a language-responsive instructional approach for percentages in 38 mathematics classrooms with 655 seventh graders. The multilevel regression analysis shows that the intervention group developed significantly more conceptual understanding of percentages than the control group. In the intervention group, no differential effects were found for language proficiency, multilingual background, and immigrant status. These findings suggest that all students’ access to mathematical conceptual understanding can be promoted.

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不同语言背景的学生是否能从百分比的语言响应教学方法中平等获益?田间试验的不同效果

语言响应式教学方法主要是通过系统的语言学习机会来丰富数学内容轨迹，以促进语言学术水平较低的学生的数学学习。然而，人们对它们在不同语言教室中的作用(尤其是差异效应)知之甚少。本文报告了一项集群随机实地试验，调查了38个数学教室中655名七年级学生的语言响应教学方法对百分比的有效性。多水平回归分析显示，干预组对百分比的概念性理解显著高于对照组。在干预组中，没有发现语言熟练程度、多语言背景和移民身份的差异效应。这些发现表明，所有学生的数学概念理解都可以得到促进。

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来源期刊

Mathematical Thinking and Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

6.20%

发文量