The Effect of Computer-Assisted Conceptual Model-Based Intervention Program on Mathematics Problem-Solving Performance of At-Risk English Learners*


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According to Every Student Succeeds Act, schools are accountable for the improvement of all children; including those with disabilities or difficulties, recently arrived English language learners (ELs) as well as long-term ELs, and all students for whom English is not their native language. To meet the accountability requirements, it is essential to provide both linguistic scaffolds and content-specific interventions to address these students' achievement gaps in mathematics. Using a single-subject design, the purpose of this study was to evaluate the effect of computer-assisted Conceptual Model-based Problem Solving (COMPS) tutor on additive word problem-solving performance of ELs with learning difficulties in mathematics. Findings indicate that all four participants improved their performance on researcher-developed criterion test as well as a generalization test following the intervention. It seems that features such as conceptual model-based visual scaffolding and linguistic scaffolding found in the COMPS tutor, may have contributed to students' access to learning mathematics and the positive outcome of this study.
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Key words
Cooperative Learning,Educational Technology,Mathematical Achievement,Collaborative Learning,Cognitive Apprenticeship
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