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Can students with different language backgrounds profit equally from a language-responsive instructional approach for percentages? Differential effectiveness in a field trial
Mathematical Thinking and Learning ( IF 1.074 ) Pub Date : 2021-06-10 , DOI: 10.1080/10986065.2021.1919817
Susanne Prediger, Philipp Neugebauer

ABSTRACT

Language-responsive instructional approaches are intended to enhance the mathematics learning of students with low academic language proficiency, mostly by enriching mathematical content trajectories with systematic language-learning opportunities. However, little is known about their effects (and in particular differential effects) in linguistically diverse classrooms. The paper reports on a cluster-randomized field trial investigating the effectiveness of a language-responsive instructional approach for percentages in 38 mathematics classrooms with 655 seventh graders. The multilevel regression analysis shows that the intervention group developed significantly more conceptual understanding of percentages than the control group. In the intervention group, no differential effects were found for language proficiency, multilingual background, and immigrant status. These findings suggest that all students’ access to mathematical conceptual understanding can be promoted.



中文翻译:

具有不同语言背景的学生能否从语言响应式教学方法中获得同等的收益?现场试验中的差异有效性

摘要

语言响应式教学方法旨在提高学术语言能力低的学生的数学学习,主要是通过系统的语言学习机会来丰富数学内容轨迹。然而,人们对它们在语言多样化的课堂中的影响(尤其是不同的影响)知之甚少。该论文报告了一项整群随机实地试验,该试验调查了 655 名七年级学生的 38 间数学课堂中语言响应式教学方法对百分比的有效性。多级回归分析表明,干预组对百分比的概念理解明显多于对照组。在干预组中,没有发现语言熟练程度、多语言背景、和移民身份。这些发现表明,可以促进所有学生获得数学概念的理解。

更新日期:2021-06-10
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