Mathematical Classroom Discussion as an Equitable Practice: Effects on Elementary English Learners' Performance

Autor/inn/en	Banes, Leslie C.; Ambrose, Rebecca C.; Bayley, Robert; Restani, Rachel M.; Martin, Heather A.
Titel	Mathematical Classroom Discussion as an Equitable Practice: Effects on Elementary English Learners' Performance
Quelle	In: Journal of Language, Identity, and Education, 17 (2018) 6, S.416-433 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Banes, Leslie C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2018.1500464
Schlagwörter	Mathematics Instruction; Elementary School Students; Mathematics Tests; Problem Solving; English Language Learners; Vignettes; Grade 3; Grade 4; Classroom Communication; Student Participation; Scores; Teaching Methods; Language Proficiency; California + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Klassengespräch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Kalifornien
Abstract	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 participation, explanations, and connections between ideas. A linguistically-modified math assessment measured student performance. Quantitative analysis using hierarchical linear modeling (HLM) showed that the discussion features "variety of approaches" and "equitable participation" significantly contributed to the explanation of between-class variation in assessment scores, above and beyond that explained by prior mathematics performance and English proficiency. Importantly, mathematical discussion was equally beneficial for students classified as ELLs and those not classified as ELLs. Two classroom vignettes illustrate the different features of discussion and offer insight into ways ELLs contributed to the discussion in different contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01