The Effects of Teaching
Math Content to ELLs using
Technology
Sonia Nobre
Kean University
Research Questions

How do 3rd grade students’ math
performance using technology
progress in…
• Place value?
• Geometry?
• Multiplication/ Division?

What are students’ attitudes after
using technology in the instruction
of math content?
Hypothesis
The usage of technology will….
 increase the retention of math
content knowledge of ELLs
 increase topic vocabulary
 motivate
Language Development
Strategies used in the study to promote
language development:
 Explicit instruction of vocabulary before
lesson
 Visuals (digital mostly, pictures, models)
 Discussion
 Partner work
 Summarizing (what teacher says and
students too)
Materials

Everyday Math series (2007 edition)
• Assessments, game card decks
PowerPoint teacher created review
games and review homework
 Technology survey
 Internet sites with correlated games
or activities

Place Value Unit
PrePre-test group average
average--60%
 Post
Post--test group average
average-- 84.5%
 Of all the units, highest pre
pre--test
indicating student’s prior knowledge.

Internet Sites ExamplesExamples-Place
Value
1) One False MoveMove- Put in the numbers in
order (smallest to largest or largest to
smallest)
http://www.funbrain.com/ofm/index.html
2) Mystery PicturePicture- Match words to
numbers to show the mystery picture
http://www.dositey.com/2008/addsub/M
ystery10.htm
Graph 1
Place Value Unit Pre- and Post-Test Results
100
90
Test Percentage
80
70
60
PreTest
50
PostTest
40
30
20
10
0
1
2
3
4
5
6
7
8
9
10
11
12
13
ELL Students
14
15
16
17
18
19
20
Geometry
PrePre-test group average
average--37.8%
 Post
Post--test group average
average-- 71.5%
 Largest increase from prepre- to post
post-of 33.7%
 However, concepts of continued
difficulty: 3
3--D shapes and their
characteristics, angles/ turns

Internet Sites ExamplesExamples-Geometry
1) Geometry Vocabulary Flash CardsCardsMatch words to flash cards to show
hidden picture
http://www.aplusmath.com/cgihttp://www.aplusmath.com/cgibin/games/geopicture
2) Polyhedra Gallery (3(3-D Shapes)
Shapes)-- View
examples of three dimensional shapes
http://www.coolmath4kids.com/polyhedr
a/
Graph 2
Geometry Unit Pre- and Post-Test Results
100
90
80
Test Percentage
70
60
Pre-Test
Post-Test
50
40
30
20
10
0
1
2
3
4
5
6
7
8
9
10
11
12
13
ELL Students
14
15
16
17
18
19
20
Multiplication/ Division
PrePre-test group average
average--59%
 Post
Post--test group average
average-- 79.7%
 Continued concept of difficulty: 3
3--D
shapes and their characteristics

Internet Sites ExamplesExamplesMultiplication/ Division
1) Multiplication
Multiplication-- Solve the flash card
problems to show the picture
http://www.aplusmath.com/Games/HiddenP
icture/HiddenPicture.php?
gametype=Multiplication
2) Math Car Racing
Racing-- Choose multiplication
facts with the greatest product
http://www.funbrain.com/osa/index.html
3) Math Mayhem
Mayhem-- Timed Problems
http://members.learningplanet.com/act/ma
yhem/free.asp
Graph 3
Multiplication/ Division Unit Pre-and Post-Test
Results
100
90
Test Percentage
80
70
60
Pre-Test
Post-Test
50
40
30
20
10
0
1
2
3
4
5
6
7
8
9
10
11
12
13
ELL Students
14
15
16
17
18
19
20
Conclusions





Overall positive average increase from
pre
pre-- to postpost-test of 26.3%
No significant change in computer
attitudes (relatively positive from prepre- to
post
post--survey)
Geometry manipulative solids necessary
for hands
hands--on not just virtual
More practice, less presentation of
information
GamesGames- highly motivational (i.e. Math
Mayhem, Math Car Racing, Math Baseball)
Graph 4
Pre-Test vs. Post-Test Group Average
100
90
Test Percentage
80
70
60
Pre-Test
Post-Test
50
40
30
20
10
0
1
2
Units: Place Value, Geometry,
Multiplication/ Division
3
Problems Encountered /Limitations
of the Study
Conducted in a eleven week period
 Population was limited to 20 third
grade students (in an urban
community)
 Student absenteeism
 School closings, delayed openings
 Prior exposure to technology

Future Research
Connection between positive math
attitudes, student math
achievement, and technology use
 Access to different technology (i.e.
Smartboard)
 Greater sample population used,
varied (i.e. ELLs, Special Education,
General)
