Skip to main content
padlock icon - secure page this page is secure

Types of Mathematics-Language Reading Interactions that Unnecessarily Hinder Algebra Learning and Assessment

Buy Article:

$54.00 + tax (Refund Policy)

English language learners (ELLs)—one of the lowest-achieving and fastest growing middle-school subpopulations—are challenged in the classroom by language components which could potentially jumpstart real mathematical growth for these and, eventually, all other students as well. Going beyond traditional word problems, this study documented and distinguished types of reading challenges that hinder middle-school ELLs (and some non-ELLs) when responding to a set of related, written algebra items about a linear pattern. Because just one reading misunderstanding or non-understanding can lead a student to create a logical, yet incorrect solution path to one item and apply that misconstruction when responding to other related items, the mathematics register should be expanded and explicitly integrated into daily classroom mathematics instruction.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Document Type: Research Article

Affiliations: University of California, Santa Barbara, California, USA

Publication date: April 1, 2006

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more