Supporting Dual Language Learners' Mathematical Development: Lessons Learned from a Systematic Literature Review
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| Title: | Supporting Dual Language Learners' Mathematical Development: Lessons Learned from a Systematic Literature Review |
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| Language: | English |
| Authors: | Cayla Lussier (ORCID |
| Source: | Psychology in the Schools. 2025 62(8):2398-2407. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Education |
| Descriptors: | Bilingual Students, Mathematics Education, Mathematics Skills, Skill Development, Educational Strategies, Elementary School Mathematics, Elementary School Students, Educational Research, Early Intervention, Mathematics Instruction |
| DOI: | 10.1002/pits.23476 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | With the number of students classified as Dual Language Learners (DLLs) in U.S. schools consistently increasing, it is important for educators to consider academic interventions that include evidence-based practices to support DLLs. Specifically in the field of mathematics, several strategies have been recommended to support DLLs' mathematical development. However, it is difficult to determine if mathematics intervention programs are utilizing these strategies effectively for DLLs. The purpose of the current review is to examine the current elementary mathematics intervention research base to determine relevant study and intervention characteristics within published research articles. Results demonstrate a lack of early mathematics intervention research articles that examine mathematics outcomes for DLLs. Additionally, results suggest that of the included articles, many early mathematics interventions include key strategies that support DLLs. Based on these findings, implications for future research and practice are further discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477402 |
| Database: | ERIC |
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| Abstract: | With the number of students classified as Dual Language Learners (DLLs) in U.S. schools consistently increasing, it is important for educators to consider academic interventions that include evidence-based practices to support DLLs. Specifically in the field of mathematics, several strategies have been recommended to support DLLs' mathematical development. However, it is difficult to determine if mathematics intervention programs are utilizing these strategies effectively for DLLs. The purpose of the current review is to examine the current elementary mathematics intervention research base to determine relevant study and intervention characteristics within published research articles. Results demonstrate a lack of early mathematics intervention research articles that examine mathematics outcomes for DLLs. Additionally, results suggest that of the included articles, many early mathematics interventions include key strategies that support DLLs. Based on these findings, implications for future research and practice are further discussed. |
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| ISSN: | 0033-3085 1520-6807 |
| DOI: | 10.1002/pits.23476 |
