The Effect of Conceptual Model-Based Intervention on Improving Mathematics Word Problem-Solving Performance of At-Risk English Language Learners

Abstract

This study evaluates the effects of a human-delivered Conceptual Model-based Problem Solving (COMPS) program to promote the ability of ELLs with learning difficulties (LD) to solve mathematics word problems. Participants were three third-grade ELLs with LD. The authors used a multiple-probe design to evaluate the effect of the COMPS program on participating students' performance on solving a range of additive word problems. The results indicate that all three participants improved their performance on researcher developed criterion tests and a generalization test. It seems that features such as visual scaffolding, linguistic scaffolding, and interactive scaffolding found in COMPS approach, which are supported by common best practices from the ELL literature, may have contributed to the positive outcome of this study.

A synthesis of mathematical word problem‐solving instructions for English learners with learning disabilities in mathematics

“…The mathematical model‐based visual scaffolding intervention focuses on non‐linguistic or non‐textual representations aimed directly at the mathematical problem structures. The findings of this review support previous analyses that providing visual instruction can benefit struggling learners (Lei, 2021; Lei, Xin, et al, 2020; Marita & Hord, 2017). The mathematical model‐based representation emphasizes the connection between mathematical ideas and WPS skill generalization.…”

“…Culturally responsive scaffolding takes into consideration the diversity of students and culturally relevant topics in content instruction (Lei, 2021; Lei, Mason, et al, 2020). The primary objective of this concept is to encourage teachers who work with ELs to use their prior knowledge to help them comprehend new concepts (Villegas & Lucas, 2007).…”

A Meta‐Analysis of Single‐Case Research on Mathematics Word Problem‐Solving Interventions for English Learners with Learning Disabilities and Mathematics Difficulties

“…Electronic inquiries should be sent to qlei@purdue.edu. Mullaney, & Tzur, 2020) and their academic achievement may be hindered by their English proficiency level when their instruction is in English (Linquanti & Cook, 2013).…”

“…Similarly, ELs scored 33 points lower than non-ELs on the fourth-grade reading assessment, and 45 points lower on the eighth-grade reading assessment (NAEP, 2019). ELs experience a complex process in dealing with challenging content in an academic setting, as well as with academic proficiency in language (Gerena & Keiler, 2012;Lei et al, 2020). Although ELs may appear to be fluent in English, they may still be struggling with the linguistic complexity of instruction (Driver & Powell, 2017), and with complex academic material or specific academic vocabulary (Lei et al, 2020;Morita-Mullaney & Stallings, 2018).…”

“…ELs experience a complex process in dealing with challenging content in an academic setting, as well as with academic proficiency in language (Gerena & Keiler, 2012;Lei et al, 2020). Although ELs may appear to be fluent in English, they may still be struggling with the linguistic complexity of instruction (Driver & Powell, 2017), and with complex academic material or specific academic vocabulary (Lei et al, 2020;Morita-Mullaney & Stallings, 2018). In particular, the total number of academic vocabulary terms on standardized mathematics achievement measures, combined with higher linguistic demands, can pose effects to lower performance for ELs compared to non-ELs (Wolf & Leon, 2009).…”