English learners' mathematical performance was positively correlated with English proficiency, more strongly for explanations than calculations¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i3 Correlation matrix showed positive correlations between proficiency and math performance, stronger for the explanation part (e.g., r = .628 with Unit 2 post explanation) than calculation (e.g., r = .462). → Xiaojuan Ke · Kristie J. Newton 2024

Evidence¶

Xiaojuan Ke · Kristie J. Newton 2024¶

Xiaojuan Ke · Kristie J. Newton. (2024). English learners learn from worked example comparison in algebra. Instructional Science (2024) 52:831–858. https://doi.org/10.1007/s11251-024-09668-6

q2 · i3 · causal · r2

Pearson correlations across 78 students' pre/post scores and proficiency. Table 7 prints, e.g., r = .628 (proficiency with Unit 2 post explanation) and r = .462 (with Unit 2 post calculation); posttest scores also correlated highly with pretest scores.

"The correlation matrix (Table 7) showed that ELs’ mathematical performance was positively correlated with their English language proficiency, and this association was stronger in the explanation part than in the calculation part."

Discussion¶

Learner Variables¶

• English-Learner Status — predictor: learners who differ on it differ in outcomes
• Reading and Language — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Effectiveness of the MLS-WEPs intervention generally did not vary by English learners' English proficiency after controlling for prior knowledge — related
• MLS-WEPs intervention predicted higher Unit 1 calculation and explanation scores among English learners when controlling for prior knowledge — related
• MLS-WEPs improved the quality of written explanations, with larger gains in fully correct explanations and reduced blank and concept-irrelevant responses — related
• Learners’ proficiency correlates with constructional sorting and translation performance, countering a purely age-based explanation — related
• MLS-WEPs intervention predicted higher Unit 2 (functions) calculation and explanation scores when controlling for prior knowledge — related
• Writing proficiency and digital critical thinking were strongly associated, and the association strengthened from pretest to posttest — related