The Effects of Dynamic Strategic Math on English Language Learners’ Word Problem Solving

“These levels followed the premise that the language of mathematics is embedded within various discourse processes (Ernst-Slavit & Slavit, 2007; Moschkovich, 2002) that first begins with basic interpersonal skills and then proceeds to cognitive academic language proficiency (Cummins, 1979).”

“Word problem performance improves as children gain a greater ability to (a) understand underlying arithmetic operations (e.g., Rasmussen & Bisanz, 2005; Zamarian, López-Rolón, & Delazer, 2007), (b) distinguish between types of word problems on a basis of mathematical operations (e.g., Fuchs &…”

“Orosco et al. (2013), for example, assessed a mathematics comprehension strategy for word problems for Latinx ELs at risk for math failure/math disability and found structured reading an effective intervention.”

“The initial research was conducted with 6 second-grade Latino ELLs (Orosco et al., 2013).”

“The potential implications of using vernacular languages as official languages of instruction at universities are discussed in terms of (1) the performance of university students, (2) innovation, (3) employability of graduates produced by universities, (4) ability of universities to compete nationally and globally, (5…”

“Orosco and colleagues (Orosco, 2014; Orosco et al., 2013) also conducted two single-subject research studies with six second-grade and six third-grade Latino English language learners (ELLs) at risk for MD.”

“In addition, from both the group and single-subject studies, only one of the studies provided intervention in L1 (Orosco et al., 2013), and only one of the assessments administered (REMA-Spanish) was in L1.”

“…(e.g. Orosco, 2014; Orosco, 2013; Orosco, Swanson, O’Connor, & Lussier, 2013), to the author’s knowledge with ELLs at risk for MDs who may be more sensitive than other groups to traditional assessment procedures because of language differences (e.g. Orosco, 2014, Orosco, 2013; Orosco et al., 2013).”

“Taken together, these results and the available findings of other rigorous research (Orosco, 2014; Orosco et al., 2011) provide promising support for using systematic and explicit mathematics instruction to teach ELs with MD. Adapting Evidence-Based Practices for ELs with MD Mounting scientific…”

“Other researchers have examined ELL students’ success at comprehending and solving mathematical word problems during and after an intervention, namely Dynamic Strategic Math or DSM (Orosco et al. 2011) and IMPROVE (Mevarech et al. 2010).”

“Ross and Begeny (2011), Orosco et al. (2011), Orosco (2013, 2014a, 2014b), and Preciado et al. (2008) included English learners who spoke Spanish, while student participants in the other three studies had a variety of ethnic backgrounds and spoke multiple first languages (Gyovai et al., 2009; Rahn…”

“Allfour math studies (i.e., Driver & Powell, 2017; Kim et al., 2015; Orosco, et al., 2013; Orosco, 2014) used explicit instruction to increase the mathematical problem-solving skills of EBs with MD.”

“, 2014), EL mathematics research indicates that teachers must be prepared to help ELs take this information and create a problem-solving process as illustrated in Figure 1 (Orosco et al., 2013; Orosco, 2014a, 2014b; Orosco & Abdulrahim, 2017).”

“However, ELs with MLD face added challenges because they are not yet proficient in the academic language of math word problems (Orosco et al., 2013).”

“SBI research has yielded positive results in mathematics for elementary and secondary students with and without HID (Jitendra, Harwell, Dupois, & Karl, 2017; Jitendra et al., 2015).”

“However, scaffolding word problems for ELLs in ways such as those discussed here can help ELLs on their way to that goal (Carr et al., 2009; Orosco et al., 2011).”

“Research has also concentrated on specific student demographics, such as English language learners, e.g., [60] and students with lower academic performance, e.g., [59].”

“The use of paraphrasing as a strategy for word-problem solving can be used in conjunction with, as well as without, schema instruction (Moran et al., 2014; Orosco et al., 2013, Orosco, 2014; Powell, Berry, et al., 2020; Swanson et al., 2019).”

“One further point needs to be noted here; Orosco, in his studies (Orosco, 2013, 2014; Orosco et al., 2013), built in a dynamic assessment process into his intervention.”

“In Orosco et al. (2011) study, DA was integrated with the strategies instruction and the framework for the intervention procedure investigated in the study.”

“Dynamic Strategic Math (DSM) is an intervention designed for use with MLs in elementary school that involves the teacher modifying vocabulary used during mathematics lessons to support each individual MLs’ language proficiency (Orosco et al., 2013).”

“This would include effective strategies for comprehending word problems and developing vocabulary knowledge as well as opportunities to practice applying those literacy skills with peers (Orosco et al, 2013).”

“These findings align with prior research showing comprehension-based interventions enhance decoding of mathematical language, understanding of problem structures, and effective problem-solving (Orosco et al., 2013; Kong and Orosco, 2016; Orosco and Abdulrahim, 2018; Orosco and Reed, 2023, 2024).”

“According to a recent systematic review (Le et al., 2023), only four additional studies used DA for assessing MPS limited to mathematical word problems among elementary SWDs (J. E. Kong & Orosco, 2016; M. J. Orosco, 2014; M. J. Orosco et al., 2011; Seethaler et al., 2012).”

“This, in turn, supports emerging research demonstrating that problem-solving interventions are highly effective for elementary students who are ELLs (Gersten & Baker, 2000; Kong & Swan-son, 2019; Orosco et al., 2013).”

“To solve such problems, students must first read and comprehend the text, identify the relevant quantities, and determine the correct operation before producing the numerical solu-tion (Orosco et al., 2011).”

“While a significant number of mathematics interventions have been developed and studied for early elementary grades, few intervention studies have focused specifically on emergent bilingual students (Nelson & McMaster, 2019a; Orosco, 2014; Orosco et al., 2013).”

“This is exacerbated when a student is less familiar with the language[19].”

“…and linguistically diverse students with MD, including: (a) sca ff olding and embedded language supports (Kong & Orosco, 2016; Moran et al., 2014; Orosco et al., 2013); (b) explicit instruction that integrates multiple representations to enhance conceptual understanding of mathematical concepts…”

“…field of special education, for example, early scholars (e.g., D. Fuchs et al., 2007; L. S. Fuchs et al., 2008, 2011; Jitendra & Kame’enui, 1993; Orosco et al., 2013; Seethaler et al., 2012) suggested that DA can help accurately capture misconceptions and misunderstandings that emerge during…”

“Orosco et al. (2013) studied the math problem solving of six second grade students and found that a math comprehension strategy intervention improved students’ abilities to solve complex word problems.”

“Thus, practice in cross-language transfer may not have occurred in the following grades (e.g., Goodrich & Namkung, 2019; Orosco et al., 2013).”

“The remaining five studies utilized single ‐ case design methods; two employing a multiple baseline design across participants (Luevano and Collins 2020; Orosco et al. 2011), and three employing a changing criterion, multiple baseline design (Kong and Swanson 2019; Orosco 2013, 2014).”

“Many interventions for ELLs focus on their literacy skills, even interventions that address their math learning mainly focus on helping them learn to solve math word problems (examples: Orosco et al., 2013; Martinello, 2008; Driver & Powell, 2017).”