Supporting English second-language learners in disadvantaged contexts : Learning approaches that promote success in mathematics
Journal article
Warren, Elizabeth and Miller, Jodie. (2015). Supporting English second-language learners in disadvantaged contexts : Learning approaches that promote success in mathematics. International Journal of Early Years Education. 23(2), pp. 192 - 208. https://doi.org/10.1080/09669760.2014.969200
Authors | Warren, Elizabeth and Miller, Jodie |
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Abstract | In the Australian context, children living in disadvantaged circumstances, whose second language is English, are one of the groups at risk of failing in mathematics. This paper explores the impact purposely developed learning activities (Representations, Oral Language and Engagement in Mathematics Learning activities) have on pupils' mathematics outcomes in the first three years of formal schooling (Foundation, Year 1 and Year 2). The participating group (n = 461) comprised 328 English language learners and 133 mainstream pupils. To ascertain the impact of the learning experience, pre- and post-tests were conducted at the commencement and completion of each school year. The results indicate that all of the children significantly improved, with English as a second language pupils showing the greatest gains, and achieving norm-referenced expectations for their age. |
Year | 2015 |
Journal | International Journal of Early Years Education |
Journal citation | 23 (2), pp. 192 - 208 |
ISSN | 0966-9760 |
Digital Object Identifier (DOI) | https://doi.org/10.1080/09669760.2014.969200 |
Page range | 192 - 208 |
Research Group | School of Education |
Publisher's version | File Access Level Controlled |
https://acuresearchbank.acu.edu.au/item/8v6zq/supporting-english-second-language-learners-in-disadvantaged-contexts-learning-approaches-that-promote-success-in-mathematics
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