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

Katja Lenz, Andreas Obersteiner, Gerald Wittmann

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

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.

Original languageEnglish
Title of host publicationProceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023
EditorsMichal Ayalon, Boris Koichu, Roza Leikin, Laurie Rubel, Michal Tabach
PublisherPsychology of Mathematics Education (PME)
Pages259-266
Number of pages8
ISBN (Print)9789659311231
StatePublished - 2023
Event46th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2023 - Haifa, Israel
Duration: 16 Jul 202221 Jul 2022

Publication series

NameProceedings of the International Group for the Psychology of Mathematics Education
Volume3
ISSN (Print)0771-100X
ISSN (Electronic)2790-3648

Conference

Conference46th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2023
Country/TerritoryIsrael
CityHaifa
Period16/07/2221/07/22

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