Researchers at the University of Kansas conducted a study on a research-based intervention for English learners struggling with math. The results showed that the intervention significantly improved the students’ ability to understand and synthesize information, as well as visualize mathematical concepts, leading to improved problem-solving skills in real-world math situations. The intervention was based on the science of reading and math, and was found to be effective in helping English learners improve their overall math performance. The intervention was conducted for 30 minutes.The study involved 66 third-grade English language learners with math learning difficulties who attended tutoring sessions twice a week for 10 weeks. The researchers found that students who received specialized instruction showed improved performance compared to those who received general instruction. This suggests that focusing on cognitive concepts related to reading and math is crucial for helping students improve.
According to the researchers, word problem-solving is influenced by both reading and math. Important elements include number sense, decoding, language comprehension, and working memory. Using direct and explicit teaching methods can enhance understanding and empower students to make a difference.According to Michael Orosco, a professor of educational psychology at KU and the main author of the study, the integration of reading and math skills can help students effectively solve math problems. This approach is designed to provide students with the necessary tools to handle both the language-related and numerical aspects of word problems.
The intervention includes instruction on comprehension strategies for both reading and math, with a focus on decoding, phonological awareness, vocabulary development, inferential thinking, contextualized learning, and numeracy. Orosco believes that this approach is proving to be one of the most effective evidence-based practices for this particular group of students.co-authored the study with Deborah Reed from the University of Tennessee and it was published in the journal Learning Disabilities Research and Practice. Trained tutors created an intervention program based on cognitive and culturally responsive research conducted over 20 years. An example of an intervention session involved a tutor using a script to present a word problem about sharing a quesadilla and then asking students to solve it.
The instructor began by prompting the students to recall a previous class where they prepared quesadillas and discussed the shape of these quesadillas. The instructor then illustrated mathematical concepts by drawing a circle on the board and dividing it into four equal parts. The students were encouraged to repeat terms such as numerator and denominator, and were also taught that subtraction is needed when a question asks how much is left. Furthermore, the students worked together with their classmates to practice using important vocabulary in sentences. This approach not only assists students in learning and comprehending mathematical concepts, but also demonstrates cultural responsiveness.
“Word problems can be challenging because they require the translation of real-life situations into mathematical equations,” the instructor stated.
Transforming words into mathematical equations involves combining reading and math with language concepts and differentiated instruction,” Orosco said. “We haven’t fully tested these methods with this particular group of children yet. However, we are creating a framework based on evidence to help them build background knowledge and relate it to their cultural contexts.”
Orosco, who directs KU’s Center for Culturally Responsive Educational Neuroscience, stressed the significance of language in word problems, emphasizing the use of culturally familiar terms. For example, replacing “paThe use of “stry” instead of “quesadilla” could have a significant impact on how well students from different backgrounds understand the material. If they don’t understand the initial scenario, it can make it harder for them to solve problems later on.
The research showed that it was successful in improving students’ problem-solving skills, even when taking into account other factors such as their basic math abilities, intelligence, and reading comprehension. This is important because in an ideal world, all students would start from the same place and there would be little variation in a classroom. But in reality, there are differences and they are common.
Trained tutors were used to deliver the intervention in the study, and it was effective in helping the students.The authors emphasized the need to conduct further testing on the effectiveness of professional development for working teachers. Orosco also stressed the importance of providing teachers with the necessary skills through professional development, as well as incorporating these skills into teacher preparation programs. Additionally, it is essential to support elementary school students in order to ensure their success in advanced math classes like algebra in the future. The research expands on Orosco and colleagues’ efforts to enhance math instruction for English learners. Future work will explore the impact of cognitive functions such as working memory and brain science, as well as effective teaching strategies.The integration of artificial intelligence in teaching math is an important topic. Orosco and Reed wrote about the benefits of comprehension strategy instruction in helping students understand and solve word problems. They found that focusing on relevant language in word problems and providing collaborative support significantly improved students’ solution accuracy.
