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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.
Authors: Lussier, Cayla (AUTHOR), Cook, Madison (AUTHOR), Quinn, Sarah (AUTHOR), Hermida, Joanna (AUTHOR), Nambiar, Manda (AUTHOR), Wilke, Emily (AUTHOR), Clarke, Ben (AUTHOR)
Source: Psychology in the Schools. Aug2025, Vol. 62 Issue 8, p2398-2407. 10p.
Subjects: Limits (Mathematics), Educational intervention, Published articles, Mathematics, Educators
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. Summary: There are limited studies of mathematics interventions that examine effects for dual language learners (DLLs).Future research on mathematics interventions for DLL students will need to include more detail regarding the school context and characteristics of students and interventionists.Educators may need to adapt and modify mathematics interventions to include key strategies for DLLs. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell 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: Psychology and Behavioral Sciences Collection
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  Data: 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. Summary: There are limited studies of mathematics interventions that examine effects for dual language learners (DLLs).Future research on mathematics interventions for DLL students will need to include more detail regarding the school context and characteristics of students and interventionists.Educators may need to adapt and modify mathematics interventions to include key strategies for DLLs. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell 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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        Value: 10.1002/pits.23476
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        Text: English
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              Text: Aug2025
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