TY - GEN

T1 - Enhancing students’ conceptual knowledge of fractions through language-responsive instruction. A field trial

AU - Lenz, Katja

AU - Obersteiner, Andreas

AU - Wittmann, Gerald

N1 - Publisher Copyright:
© 2023, Psychology of Mathematics Education (PME). All rights reserved.

PY - 2023

Y1 - 2023

N2 - Language-responsive instruction is thought to enhance mathematical learning, especially for students with low language proficiency. However, empirical evidence for the effectiveness of such kind of instruction in regular classrooms is scarce. We conducted an experimental intervention study with a pretest and a posttest in grade 7 (N = 212). Students were randomly assigned to one of three instructional groups: Fraction instruction with or without additional linguistic support, or a waiting control group. Results showed that both intervention groups had higher learning gains than the control group. In addition, language proficiency, fraction pre-knowledge, basic arithmetic competence, general cognitive abilities, and mathematical anxiety were found to predict fraction learning.

AB - Language-responsive instruction is thought to enhance mathematical learning, especially for students with low language proficiency. However, empirical evidence for the effectiveness of such kind of instruction in regular classrooms is scarce. We conducted an experimental intervention study with a pretest and a posttest in grade 7 (N = 212). Students were randomly assigned to one of three instructional groups: Fraction instruction with or without additional linguistic support, or a waiting control group. Results showed that both intervention groups had higher learning gains than the control group. In addition, language proficiency, fraction pre-knowledge, basic arithmetic competence, general cognitive abilities, and mathematical anxiety were found to predict fraction learning.

UR - http://www.scopus.com/inward/record.url?scp=85180795242&partnerID=8YFLogxK

M3 - Conference contribution

AN - SCOPUS:85180795242

SN - 9789659311231

T3 - Proceedings of the International Group for the Psychology of Mathematics Education

SP - 259

EP - 266

BT - Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023

A2 - Ayalon, Michal

A2 - Koichu, Boris

A2 - Leikin, Roza

A2 - Rubel, Laurie

A2 - Tabach, Michal

PB - Psychology of Mathematics Education (PME)

T2 - 46th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2023

Y2 - 16 July 2022 through 21 July 2022

ER -