Running

Head: Improving Math Word Problem Solving of Emergent Bilingual Learners

Improving Math Word Problem Solving of Emergent Bilingual Learners

Olivia White

California State University Fullerton

EDEL 529

May 2017
Word Problem Solving of Emergent Bilingual Learners

Abstract

The dense language used in math word problems, makes it very challenging for emergent

bilingual learners to understand and solve the problems. Emergent bilinguals speak one language

at home and a different language at school (Garcia et al., 2008). Having to translate while

thinking about a word problem adds an extra challenge for these students. This literature review

examines literature related to the following research questions. How does my learning partner

solve math word problems? What does problem solving look like for her? And how does my

learning partner experience language during math? Together, the findings show, building math

understanding, improving reading comprehension, and developing language will increase an

emergent bilinguals ability to solve word problems. Teachers can build math understanding by

providing culturally and linguistically responsive practices with schema instruction (CLR-SI)

focused on math word problems, providing small group intervention, and teaching Dynamic

Strategic Math (DSM) (Driver & Powell, 2017; Zheng et al., 2012; Orosco et al., 2011). Reading

comprehension can be improved by drawing on students prior knowledge, presenting real world

questions, and teaching multiple meaning words, text organization, and how to summarize

(Basurto,1999; Capraro et al., 2012; Compton-Lilly, 2006). Students can develop language by

learning specific math vocabulary words used in problems, the construction of math word

problems, and strategies to decode words. (Lindsey, 2009; Courtright, 2016; Moll et al., 2001).

Keywords: Emergent bilingual learners, math, reading, language, comprehension,

intervention
Word Problem Solving of Emergent Bilingual Learners

Improving Emergent Bilingual Learner Word Problem Solving

Math word problems seem to puzzle many of my students, especially the emergent

bilingual learners, who speak Spanish at home and English at school (Garcia, Kleifgen, & Falchi,

2008). A word problem requires a student to possess grade level reading, decoding, and

comprehension skills. The student must also have an academic vocabulary that supports the

understanding of the language and math terminology used in a word problem. Finally, the

student must know how to procedurally solve a problem to find the correct answer. The purpose

of this paper is to investigate research that discusses ways to improve word problem solving of

emergent bilingual learners.

My learning partner is Luz. Luz is a nine-year-old girl in my third grade class. She has

five siblings and comes from a low socioeconomic background. In class, she enjoys

collaborating with others and sharing during whole class discussion. She repeated second grade

and currently is at grade level or slightly below grade level in every content area in third grade.

When Luz is solving a math word problem, she struggles to fluently read the problem, decode

the academic vocabulary, and comprehend what the question is asking. Ultimately, this hinders

her ability to solve word problems correctly. Seeing this struggle, I formed the following

research questions. How does my learning partner solve math word problems? What does

problem solving look like for her? How does my learning partner experience language during

math? During my research, the themes of building math understanding, improving reading

comprehension, and developing language were present.

Word Problem Solving of Emergent Bilingual Learners

Building Mathematical Understanding

Building mathematical understanding is essential for all students. It involves constructing

strong conceptual knowledge of math concepts, translating these concepts into abstract thinking,

and knowing the procedural steps to solving a problem. Driver & Powell (2017) examined the

effectiveness of tutoring English language learners (ELLs) that have math difficulties (MD)

when solving word problems (2017). A quasi-experiment was performed to estimate the impact

of culturally and linguistically responsive practices with schema instruction (CLR-SI) to ELL

third grades that have MD. The study focused on if students that participate in CLR-SI word

problem intervention display improvement when solving math word problems? And if the ELL

percentile scores of solving word problems will increase (Driver & Powell, 2017)?

By building math understanding, using CLR-SI, the study found the students improved

their ability to solve math word problems. The nine students scores improved from the 3rd-18th

percentile to the 33rd-59th percentile. By the time tutoring had finished they were no longer

viewed as having MD because they were above the 25th percentile. Further, the students had

great feedback on the survey given about their experience tutoring. Overall, the study

demonstrates CLR-SI intervention with ELLs will build math understanding and improve their

ability to solve word problems (Driver & Powell, 2017).

In conjunction with the Driver & Powells study on CLR-SI, Zheng, Flynn, & Swanson

(2012) conducted a study focused on building mathematical understanding. The study combines

research done on different intervention techniques to assist students with math difficulties as they

solve word problems. A meta-analysis was conducted that combined data from 15 studies that

occurred between 1986-2009. The studies involved kids age 5 to 18 that have MD. The

researchers coded the different studies based on 18 instructional strategies. These included
Word Problem Solving of Emergent Bilingual Learners

components like organizers, elaboration, one-on-one instruction, peer modeling, skill modeling,

and technology (Zheng et al., 2012).

The study found by giving students with MD small group intervention they increased

their math understanding and demonstrated improved ability to solve word problems. Certain

components in intervention proved to be more effective. These included skill modeling,

organizers, task difficulty control, explicit practice, task reduction, elaboration, strategy cues,

and questioning. Other ways to improve math understanding is to have students focus on clear

objections that they get repeated practice with. Students should be able to ask questions when

needed, and receive the help needed by a teacher. The teacher should clearly model and describe

concepts the students are learning about. Finally, teachers should provide reminders of different

strategies to use when solving different problems and divide up tasks into smaller steps when

needed (Zheng et al., 2012).

In combination with providing CLR-SI and small group intervention, research by Orosco,

Swanson, OConnor , Lussier (2011) supports Dynamic Strategic Math (DSM) can be used to

build math understanding. The study explores DSM, a comprehension strategy, to help students

understand and solve math word problems. The study focused on the following two research

questions. How much will DSM assist in students comprehension of math word problems? And

how long will DSM help students be successful when solving math word problems in the future?

Six ELL students were chosen to participate in the study based on their CELDT scores and math

performance. The students received intervention through DSM to help improve the students

ability to solve word problems (Orosco et al., 2011).

The study found using DSM increased bilinguals math understanding and improved a

students ability to solve intricate math word problems. To build math understanding instruction
Word Problem Solving of Emergent Bilingual Learners

should consist of pre-teaching the concepts to be taught, teaching strategies to comprehend the

math concepts, and assisting students when needed as they solve a word problem. This

instruction will help a student understand the language used in a word problem and help them

determine what a question is asking them to do. By building this math understanding students

will continue to show improved ability to solve problems (Orosco et al., 2011).

Improving Reading Comprehension

The second theme of this literature review is improving reading comprehension. Reading

comprehension involves decoding words, processing words, and grasping what the words mean.

Word problems require a student to use reading comprehension skills in order to discover what

steps are needed to solve a word problem. Basurto (1999) performed a study that gathered

approaches to teach ELLs how to improve reading comprehension of a math word problem and

then solve the math word problems. Three bilingual teachers were interviewed in the study and

shared strategies they use to improve the reading comprehension skills of their emergent

bilinguals. One strategy is to draw on students prior knowledge when teaching problem solving.

Teachers can bring what students know into the classroom and transform their classroom into

different places like a restaurant or a video store. Since students are reading word problems

related to the real world, they are able to comprehend what they are reading. This strategy

improves reading comprehension, which leads to increased ability to solve math word problems

(Basurto, 1999).

In addition to drawing on prior knowledge, another strategy to improve reading

comprehension is to have students physically experience the language. For example, a question

like find an object that is longer than your hand but shorter then the door is a hands-on

experience. By physically experiencing the language students can construct meaning of the
Word Problem Solving of Emergent Bilingual Learners

words. This constructed meaning leads to comprehending what a question is asking. Another

way to build comprehension skills in math is to have students create their own word problems

and relate the problems to real life. This helps students make inferences and connect ideas

together (Basurto, 1999).

In combination with drawing on students prior knowledge and having students

physically experiencing language, students can improve their reading comprehension by creating

math word problems related to a read aloud story. A teacher can read aloud books with topics

like money, collecting, or trading. The students can make the math problems relevant by

connecting the words to their own life. By experiencing learning that the students can relate to

they develop their reading comprehension skills and can solve word problems more easily

(Basurto, 1999).

In conjunction with Basurtos study, a study by Capraro, R., Capraro M., & Rupley,

(2012) displays different strategies to teach students how to comprehend and solve math word

problems. Researchers created a theoretical model by reviewing and combining research that was

based on utilizing reading as a way to improve students ability to solve math word-problems.

First, schema-based instruction and cognitive strategy instruction are two forms of intervention

that increase a students ability to solve problems (Capraro et al., 2012).

Aside from improving problem solving, there is a plethora of strategies to improve a

students reading comprehension, which will improve their ability to solve a math word problem.

To start, learning how to identify certain words and vocabulary in a math word problem will help

a student comprehend what the problem is asking. Further, students should be taught multiple

meaning words like equal. Next, students must be taught how the text organization affects what

the word problem is saying. If the text is organized one way it may be hinting to add. However
Word Problem Solving of Emergent Bilingual Learners

when the problem is rearranged it may be hinting to subtract. Students must also know how to

understand the story schema presented, be able to summarize what a word problem is asking, and

identify the equation needed to solve the problem. Teachers must scaffold students as they learn

to read and comprehend math word problems. Overall, teachers need to be less concerned with

making sure the answers to problems are correct, and more concerned with strengthening

students reading comprehension abilities (Capraro et al., 2012).

Along with Basurto and Capraro et al., Compton-Lilly (2006) explores how Reading

Recovery will improve a students ability to read and write. By improving a students reading

ability, they will be able to solve math word problems. The intervention program Reading

Recovery incorporated the participant, Devons, outside interest. By incorporating Devons

interest of Pokemon into the lessons, he was more engaged and excited to write during the

intervention block. Devon took ownership and pride in sharing his knowledge of Pokemon. In

addition, by writing about things he is interested in, he was able to come up with the spelling of

the unknown words by remembering seeing the spelling on environment around him (Compton-

Lilly, 2006).

Further, when trying to improve the students fluency rate the teacher modeled reading as

rapping. Devon was able to culturally relate to this activity. By combining a students home

experience, school experience, and culture of the media, he will be develop his literacy skills

during Reading Recovery intervention. This development of literacy will improve his reading

comprehension skills, which will improve his word problem solving (Compton-Lilly, 2006).

Developing Language

The third theme of this literature review focuses on the language development of

emergent bilingual learners. Math word problems are constructed with academic and content
Word Problem Solving of Emergent Bilingual Learners

specific language. Students must be familiar with the vocabulary and structure of the language to

have success solving the problems. Lindsey (2009) investigated if teaching students about the

design of math word problems and then having students create math word problems using

content specific academic language will improve their math learning. Further, the study

examined if students will change their opinion about solving math word problems after this type

of direct instruction. The study focused on 25 fifth grade students who created their own math

word problems and then solved them (Lindsey, 2009).

The study found students who were taught the math vocabulary used in word problems

demonstrated improved ability to solve math word problems. In addition, having students create

their own math word problems collaboratively in groups increased their confidence. It also

marginally improved their comprehension of reading the academic language involved in math

word problems. In contrast, the results showed no change on math test scores. Since there was no

change in the math test scores, teachers should spend more time on the construction of word

problems and identifying the key academic words in the problems (Lindsey, 2009).

Similarly to Lindseys study, Courtright (2016) explored developing language by

applying different guided reading strategies, in conjunction with math instruction, to improve the

math skills of ELLs. Guided reading teaches students a variety of approaches to figure out

unknown words. Students make new connections between previous knowledge and new

knowledge and use problem solving and higher order thinking skills. The investigator focused on

delivering guided reading instruction rich in vocabulary and strategies to improve ELL math

performance (Courtright, 2016). By incorporating language in the instruction of math, students

are able to ask questions about math concepts they need explained. Additionally, using a graphic

organizer helps students break up and envision the problem being asked. Then students can apply
Word Problem Solving of Emergent Bilingual Learners

the reading strategies as they decode the math problems. They can also increase their

understanding of the academic language used in the math problems by collaborating with their

peers. Overall, including literacy instruction will improve the language development and

increase emergent bilinguals success when solving math word problems (Courtright, 2016).

In combination with Lindsey and Courtright, Moll, Amanti, Neff, & Gonzalez (2001)

gathered information about the households of students and used this knowledge in the classroom.

Through observations, interviews, and case studies of an emergent bilingual, a teacher can gain a

better understanding of a students language development. With a deeper understanding of the

students language the teacher can provide resources at the learners current language level, and

support the growth of the learner (Moll et al., 2001).

Discussion

The research questions that guided this literature review are how does my learning

partner solve math word problems? What does problem solving look like for her? And how does

my learning partner experience language during math? The themes of building math

understanding, improving reading comprehension, and developing language are present

throughout the studies. By cultivating these skills, emergent bilingual learners can improve their

word problem solving.

To develop math understanding, a teacher can provide intervention that is culturally and

linguistically responsive. This intervention will help improve a students ability to understand

and solve math word problems. The intervention can be done in small group setting or one-on-

one (Driver, & Powell, 2017). Different strategies should be incorporated into intervention to

support building math understanding. These strategies include explicit practice, organizers,

strategy cues, skill modeling, sequencing, task reduction, elaboration, and difficulty control.
Word Problem Solving of Emergent Bilingual Learners

When providing students with intervention, teachers need to inform students of the daily

objective they are learning. They need to offer assistance when needed and provide students with

opportunities to ask questions and practice their understanding of math (Zheng et al., 2012).

Lastly, teaching students Dynamic Strategic Math will improve their comprehension of math

word problems (Orosco et al., 2011).

Along with building math understanding, improving reading comprehension will increase

bilingual learners ability to solve math word problems. Being able to not only decode the words

but to comprehend what the words mean together, is an important skill that needs to be taught.

One strategy is to give students real world problems. As students read the problem they will be

able to make connections to the words and comprehend them. Another strategy is to teach

specific reading comprehension strategies. This will provide the learner with the tools to

comprehend a word problem. Further, the students can interact physically with the environment

or create their own word problems to increase their comprehension (Basurto, 1999). In addition,

teachers should teach content specific vocabulary words and multiple meaning words, in order to

increase reading comprehension (Capraro et al., 2012) Further, teachers need to incorporate

students culture, interest, and home experiences into the intervention provided to improve math

understanding (Compton-Lilly, 2006). This will increase the students literacy skills and make

sure the students find the topic or activity intriguing and engaging (Ormrod, 375).

In concurrence with building math understanding and improving reading comprehension,

developing language will improve a learners ability to solve math word problems. First, the

academic language used in word problems should be explicitly taught to students. Students can

develop their language by creating word problems using content specific vocabulary (Lindsey,

2009). In addition, students should have the opportunity to use graphic organizers. This allows
Word Problem Solving of Emergent Bilingual Learners

students to break up the language and develop a deeper understanding (Courtright, 2016).

Teachers should gather funds of knowledge about their students. By inserting themselves in the

role of a researcher, they can learn about students cultures and languages. They can use this

knowledge to help students develop the language needed when solving math problems (Moll et

al., 2001).

In conclusion, a teacher can improve emergent bilingual learners math word problem

solving by building math understanding, improving reading comprehension and developing

language. For my learning partner, implementing interventions that focused on these three

themes demonstrated some progress toward mastery. Further interventions are needed for my

learning partner to improve her math word problem solving.

Word Problem Solving of Emergent Bilingual Learners

References

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Capraro, R.M., Capraro M.M., & Rupley, W.H. (2012). Reading-enhanced word problem

solving: a theoretical model. European Journal of Psychology of Education 27(1), 91-

114. http://www.jstor.org/stable/43551088

Compton-Lilly, C. (2006). Identity, childhood culture, and literacy learning: A case study.

Journal of Early Childhood Literacy, 6 (1), 57-76. doi: 10.1177/1468798406062175

Courtright, C.A. (2016). Integrating reading into math instruction to increase academic

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Driver, M.K., & Powell, S.R. (2017). Culturally and Linguistically Responsive Schema

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10.1177/0731948716646730

Garcia, O., Kleifgen, J., & Falchi, L. (2008). From English Language Learners to Emergent

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Ormrod, J.E. (2001). Educational Psychology Developing Learners. Boston, MA: Pearson

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