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  1. Brittany Webre
  2. http://www.math.txstate.edu/people/grad-students/webre.html
  3. Doctoral Research/Instructional Assistant
  4. Presenter’s NSFRESOURCECENTERS
  5. Texas State University
  1. Nariman Ahmed
  2. Doctoral Graduate Assistant
  3. Presenter’s NSFRESOURCECENTERS
  4. Texas State University
  1. Rachel Bower
  2. http://www.math.txstate.edu/people/grad-students/bower.html
  3. Doctoral Research Assistant
  4. Presenter’s NSFRESOURCECENTERS
  5. Texas State University
  1. Christine Herrera
  2. Graduate Student
  3. Presenter’s NSFRESOURCECENTERS
  4. Texas State University
  1. Meagan Hoff
  2. Graduate Student
  3. Presenter’s NSFRESOURCECENTERS
  4. Texas State University
  1. Alexander Rasche
  2. Doctoral Teaching Assistant
  3. Presenter’s NSFRESOURCECENTERS
  4. Texas State University
  1. Shawnda Smith
  2. Graduate Student
  3. Presenter’s NSFRESOURCECENTERS
  4. Texas State University
  1. M. Alejandra Sorto
  2. Associate Professor
  3. Presenter’s NSFRESOURCECENTERS
  4. Texas State University
  1. Christina Starkey
  2. Doctoral Teaching Assistant
  3. Presenter’s NSFRESOURCECENTERS
  4. Texas State University
  1. Matthew Straughn
  2. Doctoral Instructional Assistant
  3. Presenter’s NSFRESOURCECENTERS
  4. Texas State University

Mathematics Instruction for English Language Learners

NSF Awards: 1055067

2016 (see original presentation & discussion)

Grades 6-8

Mathematics Instruction for English Language Learners (MIELL) is a CAREER research project funded by the National Science Foundation to Texas State University. The main research goal of this project is to empirically estimate whether and which classroom factors contribute to mathematics learning gains of English Language Learners (ELL).

The main educational goal is to develop instructional activities for educators that are research-based and focus on the mathematics needed to teach ELL efficiently. The emphasis is on mathematical knowledge for teaching (MKT), knowledge of students as English Language Learners, and the mathematical quality of instruction (MQI) in middle grade classrooms. Teachers were surveyed about their mathematical knowledge for teaching and education background during professional development sessions. In addition, they were videotaped 3 times during the school year to capture general quality of mathematics instruction and ELL teaching strategies. Students learning gains were obtained using state standardized assessments. The research study follows a primarily quantitative method, educational production function design. The goal is to predict English Language Learners’ gains in mathematics achievement on standardized tests from the resources possessed mainly by teachers and to explain differences in achievement. Preliminary analysis utilizing appropriate HLM models is showing that most the factors that contribute to the learning gains are related to the quality of mathematical tasks and teaching strategies that afford ELLs linguistic diversity such as emphasis in the meaning of words using synonyms, gestures, drawings, or cognates; use of visual support such as dynamic illustrations, concrete objects, or charts; access to essential ideas, representations, and words; discussion of students’ mathematical writing; and connections to their life experiences.

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