Neal, C., Adams, N., & Cohen, P. (2010). Reading Proficiency and Mathematics Problem Solving by High School English Language Learners. Urban Education, Volume 45. Retrieved from
EBSCO.
English language learners are increasingly being placed into English-only classrooms with little or no language support. These students fall behind their English-speaking peers to the point that 25% of ELLs that graduate from high school are completing the courses required to be admitted to colleges and universities. While research suggests that this is a problem in reading, it has ramifications for math. 40% of ELLs are unable to pass the math portion of the CAHSEE which requires only 6th grade proficiency. Algebra 1 failure rates are also high amongst this population. This is because students are focusing much of their 'working memory' on low-level functions, such as comprehension, rather than higher ones such as problem-solving. Some ways in which this can be circumvented include simplifying language in word problems, aiding basic comprehension, and making other basic accommodations. The article presents a study that examines the role of English proficiency in problem-solving and motivation. The study shows that English proficiency has a significant impact upon the success of students in math courses. Success is related only to reading skills, not conversational skills. The study also indicated that there is a minimum level of reading skill that is required to succeed. Students scoring lower than 550 on the CELDT showed 'flat' performance over the course of the study (involving individualized instruction the form of a software program). Students below that level showed minimal growth, and focused only on computations. They never had the opportunity to attempt higher-level problems. Those scoring higher than that showed linear growth and progressed into more challenging material.
Assessment suggestions:
This article suggests that, as math teachers, the best thing that we can be doing for our ELLs is providing them with language support in the classroom. In terms of diagnostics, we need look no further than our student's CELDT scores to see if they are below the implied threshold. Students below will, likely, need more language and computational support. Those higher than would benefit from some language support. It does imply that we must be weary of their zones of proximal development. Thus, our lessons must be tailored with detailed vocabulary lessons and review exercises to get them to recall prior knowledge (the latter to aid in computational processes). In terms of assessment, with these students, we should use simplified language and diagrams as much as possible. The visual connection to the material may aid in overcoming the language difficulties. However, we must be careful not to keep them in the lower-levels of thinking. That is, in order for them to succeed on the CST or CAHSEE our goal must be to elevate their thinking.
-Rob Nakayama
School Subtracts Math Texts to Add E-Lessons, Tests.__
Summary: This article, written in 2007, references an attempt to improve assessment results by substituting online math curriculum for the conventional math texts. The online curriculum was called Agile Mind, and its goal was to provide for the individual needs of students, rather than the pace and structure of the textbook. The Texas school that took this step to integrate online curriculum had not met its AYP in math the previous year, and they adopted this new strategy to be proactive in improving assessment results. Agile Mind provided their students with a new, engaging way to learn math – using online animations, realistic applications, and topic overviews to help students. The Agile Mind program provided many opportunities for teachers to use formative assessments, whether they were multiple choice, short answer, or self-assessments, they provided immediate feedback and hints if the teacher desired. The school’s biggest concern was the overuse (and automation) of instruction – by those who were relying more and more on the computer program to teach their students. The overall consensus of the integration of this curriculum in the classroom is that it can be a great tool if used appropriately, and that it was effective in producing stronger assessment results. Thoughts: I think this is indicative of the education of the future. We need to increase our ability to differentiate, and through the use of digital technology, we can do this effectively while reaching many more students. I agree with the article's main stance in the cons of this electronic curriculum, being that some teachers will take advantage of the technology and expect it to be the main source of instruction for our students. As teachers, we still need to be the main source of knowledge, encouragement, assessment, and feedback for our students -- we can't rely on computers to have the empathy and compassion that is truly necessary for these students to be prepared to succeed in society. - Tyler Hensley
Reading Proficiency and Mathematics Problem Solving by High School English Language Learners
Neal, C., Adams, N., & Cohen, P. (2010). Reading Proficiency and Mathematics Problem Solving by High School English Language Learners. Urban Education, Volume 45. Retrieved from
EBSCO.
Additional link to article:
http://0-uex.sagepub.com.patris.apu.edu/content/45/1/58.full.pdf+html
Summary:
English language learners are increasingly being placed into English-only classrooms with little or no language support. These students fall behind their English-speaking peers to the point that 25% of ELLs that graduate from high school are completing the courses required to be admitted to colleges and universities. While research suggests that this is a problem in reading, it has ramifications for math. 40% of ELLs are unable to pass the math portion of the CAHSEE which requires only 6th grade proficiency. Algebra 1 failure rates are also high amongst this population. This is because students are focusing much of their 'working memory' on low-level functions, such as comprehension, rather than higher ones such as problem-solving. Some ways in which this can be circumvented include simplifying language in word problems, aiding basic comprehension, and making other basic accommodations. The article presents a study that examines the role of English proficiency in problem-solving and motivation. The study shows that English proficiency has a significant impact upon the success of students in math courses. Success is related only to reading skills, not conversational skills. The study also indicated that there is a minimum level of reading skill that is required to succeed. Students scoring lower than 550 on the CELDT showed 'flat' performance over the course of the study (involving individualized instruction the form of a software program). Students below that level showed minimal growth, and focused only on computations. They never had the opportunity to attempt higher-level problems. Those scoring higher than that showed linear growth and progressed into more challenging material.
Assessment suggestions:
This article suggests that, as math teachers, the best thing that we can be doing for our ELLs is providing them with language support in the classroom. In terms of diagnostics, we need look no further than our student's CELDT scores to see if they are below the implied threshold. Students below will, likely, need more language and computational support. Those higher than would benefit from some language support. It does imply that we must be weary of their zones of proximal development. Thus, our lessons must be tailored with detailed vocabulary lessons and review exercises to get them to recall prior knowledge (the latter to aid in computational processes). In terms of assessment, with these students, we should use simplified language and diagrams as much as possible. The visual connection to the material may aid in overcoming the language difficulties. However, we must be careful not to keep them in the lower-levels of thinking. That is, in order for them to succeed on the CST or CAHSEE our goal must be to elevate their thinking.
-Rob Nakayama
School Subtracts Math Texts to Add E-Lessons, Tests.__
Trotter, Andrew. (2007). Education Week 26, no. 36 10-11.
Link to article:
http://0-vnweb.hwwilsonweb.com.patris.apu.edu/hww/results/getResults.jhtml _DARGS=/hww/results/results_common.jhtml.35
Summary:
This article, written in 2007, references an attempt to improve assessment results by substituting online math curriculum for the conventional math texts. The online curriculum was called Agile Mind, and its goal was to provide for the individual needs of students, rather than the pace and structure of the textbook.
The Texas school that took this step to integrate online curriculum had not met its AYP in math the previous year, and they adopted this new strategy to be proactive in improving assessment results. Agile Mind provided their students with a new, engaging way to learn math – using online animations, realistic applications, and topic overviews to help students.
The Agile Mind program provided many opportunities for teachers to use formative assessments, whether they were multiple choice, short answer, or self-assessments, they provided immediate feedback and hints if the teacher desired. The school’s biggest concern was the overuse (and automation) of instruction – by those who were relying more and more on the computer program to teach their students. The overall consensus of the integration of this curriculum in the classroom is that it can be a great tool if used appropriately, and that it was effective in producing stronger assessment results.
Thoughts:
I think this is indicative of the education of the future. We need to increase our ability to differentiate, and through the use of digital technology, we can do this effectively while reaching many more students. I agree with the article's main stance in the cons of this electronic curriculum, being that some teachers will take advantage of the technology and expect it to be the main source of instruction for our students. As teachers, we still need to be the main source of knowledge, encouragement, assessment, and feedback for our students -- we can't rely on computers to have the empathy and compassion that is truly necessary for these students to be prepared to succeed in society.
- Tyler Hensley