Culturally Appropriate Math Problem-Solving Instruction With English Language Learners
Carla Luevano, Tai A. Collins
Abstract
The purpose of this research study was to examine the effectiveness of culturally appropriate problem-solving instruction (CAPSI) incorporating elements from schema instruction, video modeling, and vocabulary instruction. Culturally relevant information and the students’ native language were explicitly incorporated into math problem-solving instruction throughout the duration of intervention implementation. Four second-grade Latinx English language learner (ELL) students attending a P–6 elementary school took part in this study. The primary outcome data for this study were collected using word problem probes consisting of 30 word problems selected from grade-level textbooks. In addition to the word problem probes, the effects of the intervention on general problem solving and vocabulary acquisition were analyzed via pre- and posttest measures. The overall effectiveness of CAPSI was analyzed using a multiple baseline design across participants. Results from this study demonstrated improvements in problem solving and math vocabulary acquisition after the implementation of CAPSI.