Reading Proficiency and Mathematics Problem Solving by High School English Language Learners

被引：45

作者：

Beal, Carole R. ^{[1
]}

Adams, Niall M. ^{[2
]}

Cohen, Paul R.

机构：

[1] Univ Arizona, Cognit Sci Program, Tucson, AZ 85721 USA

[2] Univ London Imperial Coll Sci Technol & Med, London SW7 2AZ, England

来源：

URBAN EDUCATION | 2010年 / 45卷 / 01期

关键词：

English learners; mathematics; computer-assisted instruction; GENDER-DIFFERENCES; HELP-SEEKING; MOTIVATION; SELF;

D O I：

10.1177/0042085909352143

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The study focused on the relationship of English proficiency and math performance in a sample of high school students, including 47% English language learners (ELLs). Data sources included state math test scores, study-specific pre- and posttest scores, problem solving in an online math tutorial, and responses to a self-report assessment of mathematics self-concept. English conversational and reading proficiency data were available for the ELLs. Results indicated that math performance for the ELLs increased with English-reading proficiency in a nonlinear manner, ELLs' English-reading proficiency predicted math test scores, progress in the online math tutorial, and math self-concept.

引用

页码：58 / 74

页数：17

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