| Research in mathematics education has informed educators about non bilingual mainstream students' problem solutions to different types of arithmetic word problems, the strategies they use, the effect of language on their understanding of word problems, and the types of errors they make. In contrast, only a few studies have examined the mathematical thinking (e.g., in the solution of arithmetic word problems) of elementary school-age bilingual Hispanic children.;This study examined promising instructional approaches from bilingual education, mathematics education, and educational theory that could enable bilingual students to learn how to solve arithmetic word problems. It was also intended to inform teachers and others about these instructional possibilities for teaching bilingual students arithmetic word problems and improving their mathematics achievement.;Eight third-grade bilingual (Spanish-English) Mexican-American students participated in an instructional study to investigate how they performed on routine and non routine arithmetic word problems in Spanish and English. The participants used features of reciprocal teaching to share word-problem strategies and solutions in small cooperative learning groups. A qualitative methodology was applied that included classroom observations and videotaping individual pre- and post-assessments and instruction. Profiles of three children who represent different degrees of bilingualism as well as different levels of ability in mathematics are the focus of this study.;Among the findings were the importance of using native-language instruction for developing word problem-solving concepts in English as a second language, creating learning environments in which students can learn from their mistakes, and implementing student-centered instructional approaches that foster the students' mathematical thinking. |
