Increasing MAP Testing Scores for ELL Students in a Seventh-Grade Math Classroom
Quinn Kendall
Department of Teaching and Learning, University of Nevada, Las Vegas
CIG 690: Teachers as Action Researchers
Dr. Katrina Liu
August 18, 2024
Abstract
This action research proposal aims to explore strategies for increasing state MAP (Measures of Academic Progress) testing scores among English Language Learner (ELL) students in a seventh-grade math classroom at a Title 1 middle school. Given the challenges ELL students face in mastering both language and content, this study focuses on tailored instructional practices designed to meet their unique needs. The research will employ a mixed-methods approach, combining quantitative data from MAP scores and qualitative insights from classroom observations and student feedback, obtained through individual interviews with a translator as needed. Approximately 20 seventh-grade ELL students will participate, and data will be collected and analyzed to identify patterns of growth and areas needing further intervention. The study will also consider the influence of culturally responsive teaching and peer collaboration on students’ academic performance. The findings will contribute to the development of evidence-based instructional strategies aimed at improving math outcomes for ELL students. The anticipated outcome is a measurable increase in MAP scores, demonstrating the effectiveness of targeted teaching practices in addressing the academic needs of ELL students. This proposal provides a comprehensive plan for researching and improving the academic performance of ELL students in a seventh-grade math classroom, with a focus on increasing MAP testing scores through evidence-based instructional strategies.
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Literature Review
English Language Learners (ELLs) encounter a range of challenges in mathematics classrooms, largely due to the dual demands of learning both content and language simultaneously. Research has consistently shown that these students often struggle with the academic language necessary to comprehend mathematical concepts, which can be linguistically dense and abstract (Moschkovich, 2013). This language barrier is compounded by the fact that math vocabulary often has meanings that differ from everyday language, making it even more difficult for ELL students to grasp. For instance, terms like “factor,” “product,” and “difference” have specific meanings in mathematics that are not immediately obvious to students who are still acquiring English (Moschkovich, 2010). These linguistic challenges can lead to significant gaps in understanding, resulting in lower performance on assessments like the MAP test. This disparity underscores the need for targeted instructional strategies to support ELL students in math classrooms, since language proficiency is the main barrier to success on the test, despite the fact that the test is supposed to test for math proficiency.
Reflecting on past teaching experiences, it is evident that traditional instructional approaches may not sufficiently address the needs of ELL students. Language barriers can lead to misunderstandings of math vocabulary and instructions, resulting in lower MAP scores. My observations align with findings from the literature, which indicate that ELL students benefit from instructional strategies that integrate language support with content learning. For instance, I noticed that when my assessment questions included visual aids or had a translation, the students performed better on that assessment and more successfully demonstrated their knowledge of mathematics.
García and Kleifgen (2018) argue that math instruction for ELL students should include both visual aids and culturally responsive teaching methods to bridge language gaps. Similarly, Moschkovich (2013) emphasizes the importance of creating a linguistically inclusive classroom environment where students can engage with math concepts using their native languages alongside English. Both sources suggested that ELL students’ math achievement improves when teachers employ strategies that focus on both content and language development.
Given these challenges, integrating language support into math instruction is critical for improving ELL students’ academic outcomes. Several studies have highlighted the effectiveness of strategies that explicitly teach math vocabulary and provide linguistic scaffolding within the content area. For example, Bresser, Melanese, and Sphar (2009) emphasize the need for teachers to use language-rich instruction that includes the deliberate teaching of key vocabulary, the use of sentence frames, and opportunities for students to discuss mathematical concepts in their own words. Such approaches help demystify the language of mathematics, making it more accessible to ELL students. Additionally, vocabulary instruction is most effective when it is contextualized within math problems and activities, allowing students to see how terms are used in practice (Bresser et. al, 2009). This approach not only improves students’ comprehension of math content but also enhances their overall language development.
Scaffolded instruction is another research-based strategy that has been shown to benefit ELL students in math. The concept of scaffolding, rooted in Vygotsky’s theory of the Zone of Proximal Development, involves providing temporary support to students as they develop new skills or understandings, gradually removing this support as they become more proficient (Vygotsky, 1978). In the context of a math classroom, scaffolding can take many forms, such as breaking down complex problems into smaller, more manageable steps, using visual aids, or providing guided practice with immediate feedback. A study by Hadjioannou, Hutchinson, and Hockman (2009) found that scaffolded instruction significantly improved the mathematical understanding of ELL students, particularly when it included visual supports like diagrams and models. These tools help make abstract concepts more concrete, aiding comprehension and retention.
Culturally responsive teaching (CRT) has gained recognition as an effective approach to address the diverse needs of ELL students, particularly in mathematics. CRT involves recognizing and incorporating students’ cultural backgrounds and experiences into the curriculum, making learning more relevant and meaningful. In math education, this can involve using examples and contexts that reflect the students’ cultural practices or traditions, thereby helping them connect new knowledge to their existing schemas. Research by Leonard, Brooks, Barnes-Johnson, and Berry (2010) demonstrates that culturally responsive pedagogy in math not only engages students more effectively but also leads to better academic outcomes. When students see themselves and their cultures reflected in the curriculum, they are more likely to participate actively and take ownership of their learning.
Peer collaboration is another instructional strategy supported by research as beneficial for ELL students in math. One social learning theory posits that students learn more effectively when they can interact with peers, particularly in activities that require dialogue and negotiation of meaning (Vygotsky, 1978). Collaborative learning environments enable ELL students to practice mathematical language in a low-stakes setting, receive immediate feedback from their peers, and learn from others’ perspectives. A study by Garrison and Mora (1999) found that ELL students who engaged in peer collaboration in math classrooms demonstrated significant gains in both language proficiency and mathematical understanding. These findings suggest that structured group work and peer teaching can be powerful tools in supporting ELL students’ learning, as they provide opportunities for language practice and deeper cognitive engagement with math content.
The literature consistently supports the integration of language support, scaffolded instruction, culturally responsive teaching, and peer collaboration as effective strategies for improving the academic performance of ELL students in mathematics. By addressing the specific challenges that ELL students face, these approaches not only enhance their understanding of mathematical concepts but also contribute to their overall language development and academic success. As this action research project seeks to increase MAP testing scores for ELL students in a seventh-grade math classroom, the insights from the literature will guide the implementation of targeted instructional strategies designed to meet these students’ unique needs.
Research Questions
- What instructional strategies can effectively increase MAP testing scores for ELL students in a seventh-grade math classroom?
- How do these strategies influence the academic growth of ELL students over time?
Action Research Plan
To address the challenges faced by ELL students in mastering seventh-grade math content, a series of targeted instructional strategies will be implemented in the classroom. These strategies are designed to provide linguistic support while simultaneously enhancing mathematical understanding, ensuring that ELL students have equitable access to the curriculum. The strategies are scaffolded instruction, language support, culturally responsive teaching, peer collaboration, formative assessment and feedback, and the use of technology.
Scaffolded instruction will be a key strategy in supporting ELL students’ comprehension of complex mathematical concepts. In a seventh-grade math classroom, this approach involves breaking down multifaceted problems into smaller, more manageable steps. For example, when teaching algebraic expressions, the lesson will begin with a review of basic arithmetic operations, ensuring that students understand the foundational concepts. Visual aids such as diagrams and step-by-step guides will be provided to help students visualize the problem-solving process. During group work, students will be given progressively challenging tasks, with teacher support gradually reduced as students gain confidence. This scaffolding will allow students to build on their prior knowledge, facilitating a deeper understanding of new content.
Incorporating language support into math instruction is crucial for ELL students, who often struggle with the specialized vocabulary used in math. To address this, math vocabulary lessons will be integrated into each unit, focusing on key terms that are essential for understanding the content. For example, before introducing a lesson on probability, students will engage in activities that clarify terms like “proportion” and help them visually understand geometric terms like “radius” and “circumference”. Bilingual glossaries will be provided, allowing students to reference terms in both English and their native languages. Additionally, word walls featuring math vocabulary will be displayed in the classroom, serving as a visual resource that students can refer to throughout the lesson. This approach will help bridge language barriers and enable students to fully participate in math lessons.
Culturally responsive teaching practices will be employed to make math instruction more relevant and engaging for ELL students. This involves connecting mathematical concepts to students’ cultural backgrounds and experiences. For instance, when teaching geometric shapes, examples from students’ native countries, such as architectural designs or traditional patterns, will be used to illustrate the concepts. By relating math problems to real-life contexts that are familiar to students, the lessons will become more meaningful and easier to understand. Additionally, culturally diverse word problems will be introduced, allowing students to see themselves reflected in the curriculum. This strategy not only enhances student engagement but also fosters a classroom environment that values diversity and inclusivity.
Peer collaboration will play a significant role in the instructional approach, providing ELL students with opportunities to learn from their peers in a supportive environment. Group work will be structured to include a mix of ELL and native English-speaking students, promoting language development alongside content learning. For example, during a lesson on linear equations, students will work in pairs to solve problems, with one student explaining the steps in English while the other provides input in their native language. This collaborative approach encourages dialogue, allowing ELL students to practice math vocabulary in context and receive immediate feedback from their peers. Additionally, peer teaching sessions will be organized, where students who have mastered certain concepts will assist those who are struggling, reinforcing their own understanding while supporting their classmates.
Ongoing formative assessments will be integrated into daily instruction to monitor ELL students’ progress and adjust teaching strategies as needed. For instance, quick quizzes at the beginning or end of a lesson will assess students’ grasp of key concepts, allowing the teacher to identify areas where additional support is needed. In addition to traditional assessments, informal checks for understanding, such as thumbs-up/thumbs-down or exit tickets, will be used to gauge student comprehension in real-time. Feedback will be provided promptly, with a focus on guiding students toward improvement. This iterative process of assessment and feedback will ensure that instruction remains responsive to students’ needs, ultimately contributing to improved MAP scores.
Technology will also be leveraged to support ELL students in the math classroom. Online platforms and apps that offer interactive math practice and tutorials in multiple languages will be integrated into lessons. For example, tools like Khan Academy, which provides math instruction in several languages, will be used to supplement classroom instruction. Additionally, the district-required Carnegie Learning curriculum offers multiple languages for all online resources to engage students, including the math workspaces students must complete online. Students will have access to these resources during independent study time, allowing them to review and reinforce concepts at their own pace. Additionally, math software that offers visual representations of problems will be utilized to help students better understand abstract concepts. The use of technology will provide ELL students with additional opportunities to engage with the material, reinforcing their learning and contributing to their overall academic growth.
By implementing these targeted instructional strategies, the goal is to create a learning environment that supports the unique needs of ELL students, ultimately leading to improved performance on the MAP test. Each strategy is designed to address specific challenges faced by ELL students, providing them with the tools and support needed to succeed in math.
Methodology
The study will involve approximately 20 seventh-grade English Language Learner (ELL) students who speak Spanish at home and are enrolled in a Title 1 middle school with the same math teacher. These students represent a diverse range of linguistic and cultural backgrounds, with varying levels of English proficiency. The selection of participants is intentional, focusing on those who are identified as needing additional support in mathematics based on their previous MAP test scores. By concentrating on this group, the study aims to explore the impact of targeted instructional strategies on students who are most at risk of underachievement in math due to language barriers.
Data collection will be conducted through a combination of quantitative and qualitative methods to provide a comprehensive understanding of the students’ progress. The primary quantitative tool will be the MAP test, administered at the beginning and end of the academic year to measure students’ growth in mathematics. Accessing the NWEA site will allow the researcher to analyze specific areas where students struggle and track their progress over time. In addition to MAP scores, classroom observations will be conducted throughout the year to gather qualitative data on student engagement, instructional practices, and the classroom environment. Observations will focus on how students interact with the content, the teacher, and their peers, providing insights into the effectiveness of the implemented strategies. Finally, student feedback will be collected through surveys and interviews. These tools will gather students’ perspectives on the instructional strategies used, their comfort level with the material, and their perceptions of their own progress. This mixed-methods approach ensures a rich, multidimensional view of the impact of the instructional strategies on student learning.
The analysis will involve both quantitative and qualitative techniques to interpret the data collected. Quantitative data from the MAP tests will be analyzed using descriptive statistics, including mean scores, growth percentiles, and standard deviations. This analysis will help identify trends in student performance over time, highlighting both overall growth and specific areas of improvement or continued struggle. Additionally, pre-and post-test comparisons will be made to evaluate the effectiveness of the instructional strategies in improving students’ math scores. Qualitative data from classroom observations and student feedback will be analyzed thematically. Thematic analysis will involve coding the data to identify recurring patterns and themes related to student engagement, instructional practices, and students’ perceptions of their learning experiences. These themes will provide deeper insights into how the instructional strategies are being received and their impact on students’ confidence and understanding of math concepts. By combining quantitative and qualitative data, the study will provide a holistic view of the effectiveness of the instructional strategies in improving MAP scores for ELL students in a seventh-grade math classroom.
Conclusion
This action research proposal aims to address the persistent challenges faced by English Language Learner (ELL) students in mastering seventh-grade mathematics, particularly as measured by their performance on the state MAP (Measures of Academic Progress) test. By implementing targeted instructional strategies such as scaffolded instruction, language support, culturally responsive teaching, and peer collaboration, the study seeks to create a learning environment that is both accessible and effective for ELL students. The mixed-methods approach of this research, combining quantitative data from MAP scores with qualitative insights from classroom observations and student feedback, will provide a comprehensive understanding of the impact of these strategies on students’ academic performance.
The anticipated outcome of this research is a measurable increase in MAP test scores among the participating ELL students, demonstrating the effectiveness of the implemented instructional strategies. Beyond improving test scores, this study also aims to contribute to the broader field of education by providing evidence-based practices that can be adopted by educators working with diverse student populations. By focusing on the intersection of language development and mathematical understanding, this research underscores the importance of tailored, culturally responsive instruction in supporting the academic success of ELL students. The findings from this study will offer valuable insights into how educators can better meet the needs of ELL students, ultimately promoting greater equity and inclusion in the mathematics classroom.
References
Bresser, R., Melanese, K., & Sphar, C. (2009). Supporting English language learners in math class, grades 6-8. Math Solutions.
García, O., & Kleifgen, J. A. (2018). Educating emergent bilinguals: Policies, programs, and practices for English learners (2nd ed.). Teachers College Press.
Garrison, L., & Mora, J. K. (1999). Adapting mathematics instruction for English-language learners: The language-concept connection. ERIC Digest.
Hadjioannou, X., Hutchinson, M. C., & Hockman, M. (2009). Linguistically responsive teacher education: Preparing classroom teachers to teach English language learners. Journal of Teacher Education, 60(4), 361-373.
Leonard, J., Brooks, W., Barnes-Johnson, J., & Berry, R. Q. (2010). The nuances and complexities of teaching mathematics for cultural relevance and social justice. Journal of Teacher Education, 61(3), 261-270.
Moschkovich, J. N. (2010). Language and mathematics education: Multiple perspectives and directions for research. Information Age Publishing.
Moschkovich, J. N. (2013). Scaffolding student participation in mathematical practices. ZDM, 45(2), 239-252.
NWEA. (n.d.). MAP Growth: Precisely measuring student growth and proficiency. NWEA. Retrieved from https://www.nwea.org/map-growth/
Slavin, R. E., & Cheung, A. (2005). Effective reading programs for English language learners: A best-evidence synthesis. Review of Educational Research, 75(2), 247-284.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Quinn Kendall, Educator 