Math Problem Solving and Working Memory Growth in English Language Learners with Math Disabilities

工作记忆(WM)困难可能解释了英语学习者(ELL)说西班牙语的儿童数学成绩低下的原因。虽然数学困难部分归因于跨语言迁移、口语、语言复杂性和阅读技能，但其他过程，如工作记忆，可能在这些儿童的数学障碍中发挥重要作用。这项研究将全面评估两种语言系统(英语和西班牙语)内和跨语言系统(英语和西班牙语)的三个模型(领域特定知识、语音记忆和执行加工)，它们可能在工作记忆(执行加工)和数学问题解决能力增长之间起中介作用。这项工作的目的是准确地确定学习数学的困难所在，以及可以确定哪些过程可以制定有效的干预措施。本研究将使用队列序贯设计，跟踪学习英语儿童三个测试波。对于一年级、二年级和三年级的孩子，每年将对将英语作为第二语言学习的患有和没有MD的儿童进行一系列英语和西班牙语的数学、认知、语言和阅读测试，为期三年(总估计为N=400)。数学、认知、语言和行为结果将与三年内数学教学活动的课堂观察联系在一起。该项目得到了NSF的EHR核心研究(ECR)计划的支持。ECR计划强调基础STEM教育研究，以产生该领域的基础知识。在基本、广泛和持久的关键领域进行投资：STEM学习和STEM学习环境，扩大STEM的参与，以及STEM劳动力发展。该计划支持积累强有力的证据，为理解、构建解释理论和建议干预和创新提供信息，以应对STEM兴趣、教育、学习和参与方面的持续挑战。

Working memory (WM) difficulties may explain low math performance among Spanish speaking children who are English language learners (ELL). Although math difficulties have been partially attributed to cross-language transfer, oral language, linguistic complexity, and reading skill, other processes, such as WM, may play a significant role in such children's mathematics disabilities. This study will comprehensively assess three models (domain specific knowledge, phonological memory, executive processing) within and across both language systems (English and Spanish) that potentially mediate the relationship between growth in working memory (executive processing) and growth in math problem solving. The purpose of this work is to accurately identify where difficulties in learning mathematics lie and what processes may be identified to develop effective interventions.This study will use a cohort-sequential design that follows ELL children over three testing waves. For children in grades 1, 2, and 3, a battery of math, cognitive, language and reading tests in English and Spanish will be administered each year over a three-year period (total estimated N = 400) to children with and without MD who are learning English as a second language. The math, cognitive, language and behavioral outcomes will be linked to classroom observations of math instructional activities over three years.This project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in STEM interest, education, learning and participation.