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Can students with different language backgrounds profit equally from a language-responsive instructional approach for percentages? Differential effectiveness in a field trial. / Prediger, Susanne; Neugebauer, Philipp.

In: Mathematical Thinking and Learning, 10.06.2021.

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@article{968caa43e8ad4b51a46d40584e3e6044,
title = "Can students with different language backgrounds profit equally from a language-responsive instructional approach for percentages?: Differential effectiveness in a field trial",
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{\textquoteright} access to mathematical conceptual understanding can be promoted.",
keywords = "Language-responsive instructional approach, monolingual and multilingual students, effectiveness, percentages, macro scaffolding",
author = "Susanne Prediger and Philipp Neugebauer",
year = "2021",
month = jun,
day = "10",
doi = "10.1080/10986065.2021.1919817",
language = "English",
journal = "Mathematical Thinking and Learning",
issn = "1098-6065",
publisher = "Taylor and Francis Ltd.",

}

RIS

TY - JOUR

T1 - Can students with different language backgrounds profit equally from a language-responsive instructional approach for percentages?

T2 - Differential effectiveness in a field trial

AU - Prediger, Susanne

AU - Neugebauer, Philipp

PY - 2021/6/10

Y1 - 2021/6/10

N2 - 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.

AB - 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.

KW - Language-responsive instructional approach

KW - monolingual and multilingual students

KW - effectiveness

KW - percentages

KW - macro scaffolding

U2 - 10.1080/10986065.2021.1919817

DO - 10.1080/10986065.2021.1919817

M3 - Journal article

JO - Mathematical Thinking and Learning

JF - Mathematical Thinking and Learning

SN - 1098-6065

ER -

ID: 1678498