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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

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Domain-General and Domain-Specific Antecedents of Pre-Algebraic Knowledge: Focusing on English-Language Learners With

Xin Lin¹, Sarah R Powell²

¹University of Macau, Avenida da Universidade, China.

Journal of Learning Disabilities

|February 20, 2025

Summary

Word-problem solving is key for pre-algebra growth in students with word-problem difficulty (WPD). English-language learners (ELLs) benefit from strong math skills and cognitive flexibility for pre-algebraic learning.

Keywords:

English-language learners mathematics difficulty pre-algebraic knowledge word-problem solving

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Area of Science:

Mathematics Education
Cognitive Psychology
Developmental Psychology

Background:

Students with word-problem difficulty (WPD) often struggle with pre-algebra concepts.
Understanding the factors influencing pre-algebra acquisition is crucial for targeted interventions.

Purpose of the Study:

To investigate domain-general and domain-specific predictors of pre-algebra initial level and growth.
To compare these predictors between English-language learners (ELLs) and non-ELLs with WPD.

Main Methods:

Latent growth curve modeling was used to analyze longitudinal data from 130 third-grade students.
Students were assessed at the beginning of Grade 3, end of Grade 3, and middle of Grade 4.

Main Results:

Only word-problem solving significantly predicted pre-algebraic growth for both ELLs and non-ELLs.
ELLs demonstrated stronger computational skills and cognitive flexibility, aiding their use of working memory and nonverbal reasoning.

Conclusions:

Word-problem solving is a critical antecedent for pre-algebraic development in students with WPD.
ELLs' specific cognitive strengths may facilitate their learning of pre-algebraic concepts, suggesting tailored support.