Math talk: screencasting and English learners





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The research question addressed in this project is: Are student-created screencasts effective tools for developing 3rd grade English learners' fluency and complexity of math language and their understanding of math vocabulary and content? This research was motivated by two teachers' struggles to find effective ways to teach math language, as well as the struggles of English learners in math class. The author analyzes ELs' math screencasts over a two-month period to look for trends across fluency and complexity. These trends are compared with math unit pre-and post-assessment scores, and patterns are explored between occurrences of language complexity and post-assessment gains. The author highlights the benefits of screencasting on the development of intermediate-level English learners' fluency and complexity, and discusses positive connections between screencasting, complex language features, and gains on post-assessments. Recommendations are made for ways to incorporate screencasting into instruction across content areas, including instructional strategies and scaffolds.

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