Mathematical Classroom Discussion as an Equitable Practice: Effects on Elementary English Learners’ Performance
Mathematical Classroom Discussion as an Equitable Practice: Effects on Elementary English Learners’ Performance
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数学课堂讨论作为一种公平的实践：对小学英语学习者表现的影响
DOI：
10.1080/15348458.2018.1500464
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Heather A. Martin
中科院分区：
文献类型：
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作者：
Leslie C. Banes;R. Ambrose;R. Bayley;Rachel M. Restani;Heather A. Martin
摘要本研究采用混合方法，在加利福尼亚州北部的23个3年级和4年级的教室里，对50%的英语学习者进行了课堂讨论和学生表现之间的关系研究。讨论的特点包括使用多种方法解决问题，学生发言的机会，公平参与，解释和想法之间的联系。一项经过语言修改的数学评估衡量了学生的表现。采用层次线性模型(HLM)的定量分析表明，讨论的特点、方法的多样性和公平参与显著地解释了评估成绩的班际差异，超过了先前的数学成绩和英语水平所解释的差异。重要的是，数学讨论对被归类为ELL的学生和那些不被归类为ELL的学生同样有益。两个课堂小插曲说明了讨论的不同特点，并提供了对Ells在不同背景下如何促进讨论的洞察。
ABSTRACT This mixed-method study examines the relationship between classroom discussion and student performance in twenty 3rd and 4th grade classrooms in northern California with 50% English language learners (ELLs). Discussions were scored on features including use of multiple approaches for solving problems, students’ opportunities to speak, equitable participation, explanations, and connections between ideas. A linguistically-modified math assessment measured student performance. Quantitative analysis using hierarchical linear modeling (HLM) showed that the discussion features variety of approaches and equitable participation significantly contributed to the explanation of between-class variation in assessment scores, above and beyond that explained by prior mathematics performance and English proficiency. Importantly, mathematical discussion was equally beneficial for students classified as ELLs and those not classified as ELLs. Two classroom vignettes illustrate the different features of discussion and offer insight into ways ELLs contributed to the discussion in different contexts.