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Full-Text Articles in Science and Mathematics Education
English Learners And Mathematical Word Problem Solving: A Systematic Review, Virginia Clinton, Deni Lee Basaraba, Candace Walkington
English Learners And Mathematical Word Problem Solving: A Systematic Review, Virginia Clinton, Deni Lee Basaraba, Candace Walkington
Educational Foundations and Research Faculty Publications
Successful solution of mathematics word problems (MWPs) requires students to be able to understand the language of the MWP, which may be particularly challenging for English Learners (ELs). In this chapter, we review 21 empirical studies about specific linguistic features of MWPs, and the effects of modifying linguistic features on mathematics word problem-solving performance. Results of our review indicated that a variety of linguistic features has differential effects on the mathematics word problem-solving performance of ELs (compared to non-ELs), and that the effects vary by linguistic feature and grade level. Additionally, the effects of modifying the linguistic features of items …
Development And Validation Of The Value-Expectancy Stem Assessment Scale For Students In Higher Education, Joseph Appianing, Richard Van Eck
Development And Validation Of The Value-Expectancy Stem Assessment Scale For Students In Higher Education, Joseph Appianing, Richard Van Eck
Teaching, Leadership & Professional Practice Faculty Publications
Background: Science, technology, engineering, and math (STEM) jobs are expected to make up a significant portion of the U.S. workforce. Unfortunately, the trend in retaining students in STEM majors has been going down. If higher education institutions are going to retain more students in STEM majors, it will be important to understand who leaves STEM fields and why. More than 32% of women college students who declare a STEM major are likely to switch to non-STEM majors before they graduate, whereas only 25% of their male counterparts do so, and women may be as much as 1.5 times more likely …
How Readability Factors Are Differentially Associated With Performance For Students Of Different Backgrounds When Solving Mathematics Word Problems, Candace Walkington, Virginia Clinton, Pooja Shivraj
How Readability Factors Are Differentially Associated With Performance For Students Of Different Backgrounds When Solving Mathematics Word Problems, Candace Walkington, Virginia Clinton, Pooja Shivraj
Educational Foundations and Research Faculty Publications
The link between reading and mathematics achievement is well known, and an important question is whether readability factors in mathematics problems are differentially impacting student groups. Using 20 years of data from the National Assessment of Educational Progress and the Trends in International Mathematics and Science Study, we examine how readability factors – such as length, word difficulty, and pronouns – interact with student background characteristics – such as race/ethnicity, mathematics achievement, and socioeconomic status. Textual features that make problems more difficult to process appear to differentially negatively impact struggling students, while features that make language easier to process appear …