0
0
In a groundbreaking study led by the University of Kansas, researchers have unveiled a novel intervention method that significantly enhances the math performance of English language learners. The intervention, rooted in the science of reading and math, proved highly effective in boosting comprehension, visualization, and synthesis skills among third-grade students.
Conducted over a period of 10 weeks, the intervention involved 66 English language learners who were experiencing difficulties in math. Results indicated a remarkable improvement in students’ performance compared to those who received standard instruction. The intervention emphasized cognitive concepts crucial for both reading and math, offering insights into a holistic approach to academic enhancement.
“Word problem-solving hinges on a nuanced interplay between reading and mathematical principles,” explained Professor Michael Orosco, lead author of the study and a distinguished figure in educational psychology at KU. “By integrating direct and explicit teaching methods, we equip students with the tools necessary to tackle the linguistic and numerical challenges inherent in word problems.”
The intervention incorporated comprehensive strategy instruction spanning reading and math domains, encompassing elements such as decoding, vocabulary development, inferential thinking, and numeracy. Orosco emphasized the significance of this integrated approach, describing it as one of the most effective evidence-based practices for English learners.
The study, co-authored by Deborah Reed from the University of Tennessee, was published in the esteemed journal Learning Disabilities Research and Practice. Drawing on two decades of cognitive and culturally responsive research, the intervention was meticulously crafted to address the specific needs of English language learners.
Tutor-led sessions exemplified the intervention’s methodology, blending mathematical concepts with culturally relevant contexts. For instance, a session involved a word problem featuring a quesadilla, a familiar culinary item for many students. By contextualizing mathematical concepts within culturally resonant scenarios, the intervention facilitated deeper comprehension and engagement.
“Word problems pose a unique challenge as they necessitate the seamless integration of language and mathematical reasoning,” noted Orosco. “Our framework not only enhances mathematical proficiency but also cultivates cultural relevance, fostering a more inclusive learning environment.”
Despite variations in students’ cognitive profiles, the intervention proved efficacious in enhancing problem-solving abilities. Orosco underscored the need for ongoing professional development to empower educators with the requisite skills, thereby ensuring equitable access to quality instruction.
Looking ahead, the research team aims to explore the intersection of cognitive functions and pedagogical strategies, with a particular focus on leveraging artificial intelligence in math education. By advancing our understanding of effective instructional methods, the study paves the way for transformative reforms in supporting English learners’ academic success.
As educational landscapes evolve, initiatives like the one pioneered at the University of Kansas offer a beacon of hope, championing equity and excellence in learning outcomes for all students.
