QAA Articles

Classroom Instruction and the Mathematics Achievement of Non-English Learners and English Learners.

Updated: May 17, 2020

Valle, Melisa S.;

Waxman, Hersh C.; Diaz, Zulmaris; Padron, Yolanda N. Journal of Educational Research, v106 n3 p173-182 2013

The authors, in a non-experimental randomized study, used national data from the Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K) to examine present instructional practices for Grade 5 mathematics classrooms and its impact on achievement for White non-Hispanic non-English language learners (ELLs), Hispanic non-ELLs, and Hispanic English language learners.

The following research questions were addressed:

(a) Were there significant differences in mathematics instructional practices among White non-Hispanic non-ELLs, Hispanic non-ELLs, and Hispanic-ELLs?

(b) What were the effects of the mathematical instructional practices on fifth-grade mathematics achievement for these groups?

Findings reveal that students' mathematics achievement in previous grades directly impacted students' achievement in future grades. Findings also demonstrated limited variance in the instructional practices used by teachers. (Contains 2 tables.)

Descriptors: Grade 5, Elementary School Mathematics, Mathematics Instruction, Teaching Methods, White Students, Hispanic American Students, English Language Learners, Comparative Analysis, Mathematics Achievement, Mathematics Skills, Questionnaires, Large Group Instruction, Small Group Instruction, Instructional Materials, Reflection, Manipulative Materials, Discussion (Teaching Technique), Educational Technology, Worksheets, Textbooks, Teacher Role, Student Role, Racial Differences, Multiple Regression Analysis

Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: