Influence of Language on Multilingual Middle Grades Learners’ Mathematical Problem-solving Outcomes.
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| Title: | Influence of Language on Multilingual Middle Grades Learners’ Mathematical Problem-solving Outcomes. |
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| Authors: | Cahill, Jodie1 cahillj@guilderlandschools.net, Bostic, Jonathan D.1 bosticj@bgsu.edu |
| Source: | Journal of Urban Mathematics Education. Mar2025, Vol. 17 Issue 2, p11-42. 32p. |
| Subject Terms: | *Protocol analysis (Cognition), *Problem solving, *Language ability, *Word problems (Mathematics), *Seventh grade (Education), English language |
| Abstract: | Multilingual learners (MLs) encounter key language features that influence their mathematical word problem-solving processes. Much of the readily available literature surrounding MLs’ experiences in the mathematics classroom explores either their content knowledge or how language affects their mathematics achievement. Far less literature has examined problem-solving outcomes among MLs. The present study attempts to fill a gap in the literature by examining seventh-grade MLs’ engagement with grade-level word problems that align with mathematics standards and are realistic, complex, and open (Verschaffel et al., 1999). An explanatory mixed-methods approach (Creswell, 2012) was utilized to explain the features underlying ML’s problem-solving outcomes. MLs were interviewed via a Retrospective Think Aloud protocol following their engagement with each word problem. Findings indicate that MLs are extremely successful at engaging in sensemaking, a vital aspect of problem-solving, based on their abilities to describe the problem context presented in their own words. Further, words having both mathematical and nonmathematical connotations were utilized by MLs in terms of their nonmathematical connotations, which influenced their mathematical word problem-solving processes. These two findings add to past studies (Gándara & Hopkins, 2010) and highlight a need to integrate English Language Proficiency skills throughout mathematics instruction. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Urban Mathematics Education is the property of Georgia State University, College of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187770341 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Influence of Language on Multilingual Middle Grades Learners’ Mathematical Problem-solving Outcomes. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cahill%2C+Jodie%22">Cahill, Jodie</searchLink><relatesTo>1</relatesTo><i> cahillj@guilderlandschools.net</i><br /><searchLink fieldCode="AR" term="%22Bostic%2C+Jonathan+D%2E%22">Bostic, Jonathan D.</searchLink><relatesTo>1</relatesTo><i> bosticj@bgsu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Urban+Mathematics+Education%22">Journal of Urban Mathematics Education</searchLink>. Mar2025, Vol. 17 Issue 2, p11-42. 32p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Protocol+analysis+%28Cognition%29%22">Protocol analysis (Cognition)</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Word+problems+%28Mathematics%29%22">Word problems (Mathematics)</searchLink><br />*<searchLink fieldCode="DE" term="%22Seventh+grade+%28Education%29%22">Seventh grade (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Multilingual learners (MLs) encounter key language features that influence their mathematical word problem-solving processes. Much of the readily available literature surrounding MLs’ experiences in the mathematics classroom explores either their content knowledge or how language affects their mathematics achievement. Far less literature has examined problem-solving outcomes among MLs. The present study attempts to fill a gap in the literature by examining seventh-grade MLs’ engagement with grade-level word problems that align with mathematics standards and are realistic, complex, and open (Verschaffel et al., 1999). An explanatory mixed-methods approach (Creswell, 2012) was utilized to explain the features underlying ML’s problem-solving outcomes. MLs were interviewed via a Retrospective Think Aloud protocol following their engagement with each word problem. Findings indicate that MLs are extremely successful at engaging in sensemaking, a vital aspect of problem-solving, based on their abilities to describe the problem context presented in their own words. Further, words having both mathematical and nonmathematical connotations were utilized by MLs in terms of their nonmathematical connotations, which influenced their mathematical word problem-solving processes. These two findings add to past studies (Gándara & Hopkins, 2010) and highlight a need to integrate English Language Proficiency skills throughout mathematics instruction. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Urban Mathematics Education is the property of Georgia State University, College of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.21423/jume-v17i2a563 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 32 StartPage: 11 Subjects: – SubjectFull: Protocol analysis (Cognition) Type: general – SubjectFull: Problem solving Type: general – SubjectFull: Language ability Type: general – SubjectFull: Word problems (Mathematics) Type: general – SubjectFull: Seventh grade (Education) Type: general – SubjectFull: English language Type: general Titles: – TitleFull: Influence of Language on Multilingual Middle Grades Learners’ Mathematical Problem-solving Outcomes. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cahill, Jodie – PersonEntity: Name: NameFull: Bostic, Jonathan D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 21512612 Numbering: – Type: volume Value: 17 – Type: issue Value: 2 Titles: – TitleFull: Journal of Urban Mathematics Education Type: main |
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