First-grade Latino English-language learners' performance on story problems in English versus Spanish

被引：3

作者：

Ambrose R. ^{[1
]}

Molina M. ^{[2
]}

机构：

[1] School of Education, University of California-Davis, Davis, CA 95616, One Shields Avenue

[2] University of Granada, Granada

来源：

Canadian Journal of Science, Mathematics and Technology Education | 2010年 / 10卷 / 4期

关键词：

D O I：

10.1080/14926156.2010.524968

中图分类号：

学科分类号：

摘要：

To explore whether teaching English-language learners (ELLs) with an emphasis on English story problems is appropriate, we compared the performance of a group of Latino first graders when working in Spanish and in English on two equivalent sets of story problems. The students' performance was slightly higher in English than in Spanish but lower than monolingual students from other studies. ELLs' success in English indicated that the children's knowledge of conversational English was sufficient to comprehend story problems, leading us to conclude that teaching through story problems is a viable approach with ELLs. © OISE.

引用

页码：356 / 369

页数：13

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