This exploratory study determined the relationship between math instructional activities in Wave (year) 1 and English language learner (ELL) children's math problem-solving performance in Wave (year) 2. The math performance of ELL children (N = 291) in Grades 1, 2, and 3 was tested in two testing waves. Two major findings emerged. First, strategy instruction, peer interaction, and explicit instruction in Wave 1 uniquely predicted English problem-solving scores in Wave 2 independent of grade level, vocabulary, calculation, and problem-solving at Wave 1. Second, the frequency of explicit instruction and peer interactions was significantly related to the odds of predicting ELL children at risk for math disabilities. The results are discussed within the context-specific instructional activities that were positively related to later math outcomes.

中文翻译：

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早期课堂活动与英语语言学习者后期数学问题解决能力的关系：一项探索性研究

这项探索性研究确定了 Wave（年）1 中的数学教学活动与英语学习者（ELL）儿童在 Wave（年）2 中数学问题解决能力之间的关系。ELL 儿童的数学表现（N= 291) 一年级、二年级和三年级在两个测试波中进行了测试。出现了两个主要发现。首先，第 1 波中的策略教学、同伴互动和显式教学可以唯一地预测第 2 波中的英语问题解决分数，而与第 1 波的年级、词汇、计算和问题解决无关。其次，显式教学和同伴的频率互动与预测 ELL 儿童有数学障碍风险的几率显着相关。结果在特定情境的教学活动中进行讨论，这些活动与后来的数学结果呈正相关。