國立虎尾科技大學 |

The Secondary Mathematics Experiences of English Language Learners.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Secondary Mathematics Experiences of English Language Learners./
Author:	Runnalls, Cristina.
Description:	1 online resource (191 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
Subject:	Mathematics education. -
Online resource:	click for full text (PQDT)
ISBN:	9780438152106

The Secondary Mathematics Experiences of English Language Learners.
Runnalls, Cristina.

The Secondary Mathematics Experiences of English Language Learners. - 1 online resource (191 pages)

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (Ph.D.)--The University of Iowa, 2018.

Includes bibliographical references

In recent decades, the landscape of the U.S. classroom has been drastically changing. Schools at every level are enrolling increasingly higher numbers of culturally and linguistically diverse learners, many in the process of learning English. These students, frequently called English language learners (ELLs), present new and unique challenges to educators. Many of these challenges concern language and the many ways it affects the educational experience. One concern of great interest involves better understanding the ways language and academic content interact. Language is a pivotal component of the learning experience, and likely to affect students' perceptions of the classroom environment and themselves, as well as interactions with teachers and peers. This concern remains critical to consider in secondary mathematics, where language demands are high, but teachers may not be trained to attend to both language and content in the mainstream classroom. The present research used data from the High School Longitudinal Study of 2009 to investigate the secondary mathematics experiences of ELL and non-ELL students in two studies conducted at distinct levels: student and teacher.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438152106Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

The Secondary Mathematics Experiences of English Language Learners.
LDR:04471ntm a2200385Ki 4500 001 919726
005 20181129120547.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780438152106
035 $a (MiAaPQ)AAI10750218
035 $a (MiAaPQ)uiowa:15533
035 $a AAI10750218
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Runnalls, Cristina. $3 1194358
245 1 4 $a The Secondary Mathematics Experiences of English Language Learners.
264 0 $c 2018
300 $a 1 online resource (191 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
500 $a Advisers: Kyong Mi Choi; Dae S. Hong.
502 $a Thesis (Ph.D.)--The University of Iowa, 2018.
504 $a Includes bibliographical references
520 $a In recent decades, the landscape of the U.S. classroom has been drastically changing. Schools at every level are enrolling increasingly higher numbers of culturally and linguistically diverse learners, many in the process of learning English. These students, frequently called English language learners (ELLs), present new and unique challenges to educators. Many of these challenges concern language and the many ways it affects the educational experience. One concern of great interest involves better understanding the ways language and academic content interact. Language is a pivotal component of the learning experience, and likely to affect students' perceptions of the classroom environment and themselves, as well as interactions with teachers and peers. This concern remains critical to consider in secondary mathematics, where language demands are high, but teachers may not be trained to attend to both language and content in the mainstream classroom. The present research used data from the High School Longitudinal Study of 2009 to investigate the secondary mathematics experiences of ELL and non-ELL students in two studies conducted at distinct levels: student and teacher.
520 $a At the student-level, hierarchical linear modeling was used to compare the effects of several student variables on both access to and achievement in mathematics, as well as how these effects differed between ELL and non-ELL students. Findings indicated that both mathematics self-efficacy and interest in early coursework were positively related to access to and achievement in mathematics, and these relationships were significantly stronger for ELL students. Conversely, positive perceptions of the learning environment and classroom engagement were often related to gains in outcomes for non-ELL students, but decreases for ELL students. This study highlighted several key factors of the secondary mathematics experience that behaved differently for ELL and non-ELL students. Implications of these findings are further discussed in Chapter 2.
520 $a At the teacher-level, hierarchical linear modeling was used to compare the effects of teacher experience, classroom practices, and perceptions of departmental support on the access to and achievement in mathematics of their students, and how these effects differed between ELL and non-ELL students. Findings indicated that more conceptually-oriented teaching practices were beneficial to both students, with greater gains long-term for both ELL and non-ELL students. Procedurally-oriented teaching was beneficial to ELL students in nearly all cases, but detrimental to non-ELL students' mathematics outcomes. The effects of perceptions of departmental support varied, with mixed effects for some (e.g. principal support) and detrimental effects for others (e.g. sense of responsibility). Implications of these findings are further discussed in Chapter 3.
520 $a Finally, Chapter 4 discusses overarching themes across studies at both levels, summarizing the results with regards to student variables, teacher variables, and student-teacher-school relationships. Implications for administrators, teachers, and teacher educators are discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Mathematics education. $3 1148686
650 4 $a Secondary education. $3 1179560
650 4 $a English as a second language. $3 1148422
655 7 $a Electronic books. $2 local $3 554714
690 $a 0280
690 $a 0533
690 $a 0441
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Iowa. $b Teaching & Learning. $3 1192480
773 0 $t Dissertation Abstracts International $g 79-12A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10750218 $z click for full text (PQDT)