Hispanic English Language Learners and
Factors Associated with Low Academic Achievement in Mathematics

Hispanic English Language Learners and
Factors Associated with Low Academic Achievement in Mathematics
Lucila Vega
University of Texas at Brownsville

Addressing the need for improved mathematics achievement for students all over the nation is a great challenge. Currently, Hispanic English language learners (ELL’s) remain severely at risk in terms of low mathematical achievement (Ketterlin-Geller, Chard, & Fien, 2008). ELL students face a number of factors that place them at a disadvantage when performing in Mathematics when compared to Caucasian students (Bernardo, 2005). As educators search to find more practical and effective methods to change the outcomes of student learning in mathematics; it grows increasingly relevant to uncover why ELL’s students struggle in Mathematics. Researchers have attempted to shed some light on this topic and suggested that ELL’s students chose to remain indifferent when performing well academically because of the fear that this might compromise their ethnic values or identity (Bernardo, 2005). The Hispanic culture tends to focus more on moral obligations rather than academic obligations (Fletcher & Reyes, 2003).
ASSOCIATED FACTORS
Questions are often raised regarding whether a Hispanic student s’ learning is affected by the language used during instruction. Currently, the success of a student in mathematics depends heavily on whether or not a student knows the language, in particular, the mathematical vocabulary (Olivares, 1996). Researchers in this field have found that language factors do seem to affect the word problem solving component in mathematics (Moschkovich, 2002). Communicating mathematically has proved to be a challenge with Hispanic students (Henderson & Landesman, 1995). Mathematics instruction requires students to participate orally, in writing and in group settings. Research makes it very clear that math involves verbal skills (Fletcher & Reyes, 2003). Mathematics involves critical thinking, reasoning and problem solving. Teachers have had to face the obstacles of lack of motivation since the motivational desire among Hispanic students is problematic (Dika & Singh, 2002). There are many factors to consider when explaining the lack of motivation (Schiefele & Csikszentmihalyi, 1995). The Hispanic culture affects student performance in the classroom Students that are from low-income homes tend to worry about home life more than they worry about school work (Dika & Singh, 2002).
LINGUISTIC FACTORS Although mathematics is seen as a universal language, it is also a technical language that can be difficult for students. ELL’s have particular difficulty with some math vocabulary because the same words are used in different ways in other contexts (Olivares, 1996). In the article, Helping English Learners Master Math, the authors Davit Slavit and Gisela Ernst-Slavit shared their knowledge of how ELL students master math vocabulary. They stated that math vocabulary can be taken into six categories which include: high- frequency words, general academic vocabulary, specialized vocabulary, technical vocabulary, words expressing quantitative relationships and words that express a logical relationship. ELL’s may have trouble progressing in mathematics because of the different meanings that mathematic concepts have (Olivares, 1996). The mathematic language can be as challenging as a foreign language (Olivares, 1996). Therefore, the student must make progress in their native language before mastering the content. Mathematic vocabulary and its meaning have a great impact on how the concept will be mastered (Olivares, 1996). If the student cannot master the technical vocabulary then the student may not master the concept being taught.
Language and Math Word Problems Hispanic students encounter language barriers in learning mathematical concepts. Students may misinterpret concepts because sentence structures cause problems, correspondence or no correspondence of words and symbols affect learning. According to Fletcher and Reyes (2003), students tend to remember mathematical word problems when they are personalized. The problem is made more concrete by placing it in a context that is familiar instead of a more abstract unfamiliar setting. Research found that students who received personalized word problems had higher math scores than students who did not receive personalized instruction and therefore could not relate (Fletcher & Reyes, 2003). Another way that Hispanics can succeed in mathematics is when word problems are culturally relevant to their everyday life (Fletcher & Reyes, 2003).
Low self-concept impacts achievement in mathematics
According to Fletcher and Reyes (2003), when students begin reading and writing in English and maintain their native tongue, it can enhance self-esteem and leads to positive self-worth. They suggested using cooperative learning and other opportunities for interaction. Working on math projects and challenges with other students in mixed groups is an excellent opportunity for ELLs to strengthen and extend their knowledge of mathematical terms (Fletcher & Reyes, (2003). When these types of settings are incorporated into the subject matter, students are better able to relate to it. This can also increase the technical vocabulary as well as their self-confidence (Fletcher & Reyes, 2003). When Hispanic students do not have a good self-concept, they tend to be disinterested in academics (Fletcher & Reyes, 2003). They do not have the self-efficacy to want to learn and therefore they become “at risk” students. Making the content relevant to everyday life also makes the problem more meaningful.
CULTURAL FACTORS
Parents have a large impact on their children in the way they think and feel about a certain subjects (Henderson, & Landesman, 1995). Parents are role models to their children and are expected to set an example. Less educated mothers use a modeling demonstration approach when teaching their child, whereas, educated mothers tend to use more questioning, with praise for correct responses (Henderson & Landesman, 1995). Peer influence also has a great impact on Hispanic students. Hispanics want to fit in with their friends and do not want to be seen as overachievers (Schiefele & Csikszentmihalyi, 1995). Peers make fun of other students that do want to learn and succeed in mathematics (Henderson, & Landesman, 1995). Attitudes and beliefs toward mathematics appear to play an important role in student’s achievement and participation in the subject (Henderson & Landesman, 1995). The Hispanic population experiences failures in schools at an early age, which causes them to lose their self-concept (Kloosterman, 1988). It makes them have a negative attitude towards school subjects. According to experts in the field, a parental attitude toward mathematics reflects how their children respond to mathematics (Cuevas, Mann & McClung, 1986). Women of Hispanic culture, in particular, may be discouraged from pursuing mathematics because of the perception that mathematic careers are men oriented (Cuevas, Mann & McClung, 1986).
Conclusion
Researchers have been able to identify various factors associated with the low academic achievement of Hispanics in Mathematics. Cultural dynamics have been shown to influence Hispanic children academically and socially (Fletcher & Reyes, 2003). The linguistic issue that Hispanic students face has been an obstacle, particularly, with the mathematical vocabulary component (Fletcher & Reyes). Teachers should take into consideration the background experiences that the students bring into the classroom with them. Being able to know what the child brings and what the teacher wants to teach them can make a great team working together to succeed. In the field of education, everything is changing to try to meet the needs of our students. ELLs benefit from small-group interaction and if the students communicate using technical terms it can also increase their success in mathematics (Bernardo, 2005).

References
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Cuevas, G. J., Mann, P. H., & McClung, R. M. (1986). The effects of a language process approach program on the mathematics achievement of first, third, and fifth graders. Journal of the American Educational Research Association, 5(13), 290- 299.
Dika, S.,Granville,M., & Singh, K.(2002). Mathematics and science achievement: effects of motivation, interest, and academic engagement. The Journal of Educational Research, 95(6), 323-331.
Fletcher, C., & Reyes, P. (2003). Successful migrant students: the case of mathematics. Journal of Curriculum and Supervision, 18(4), 306-333.
Henderson, R.W., & Landesman, E.W.(1995). Effects of thematically integrated mathematics instruction on students of Mexican descent. The Journal of Educational Research, 88(5), 290-299.
Ketterlin-Geller, L., Chard, D., & Fien, H. (2008). Making connections in mathematics: conceptual mathematics intervention for low-performing students. Remedial & Special Education. 29(1), 33-44.
Kloosterman, P. (1988). Self-confidence and motivation in mathematics.Journal of Educational Psychology, 80(3), 345-351.
Moschkovich, J. (2002). A situated and sociocultural perspective on bilingual mathematics learners. Mathematical Thinking and Learning, 4(2&3), 189-212.
Olivares, R. A. (1996). Communication in mathematics for students with limited English proficiency. The Journal of Psychology, 139 (5) 413-425.
Schiefele, U., & Csikszentmihalyi, M. (1995). Motivation and ability as factors in mathematics experience and achievement. Journal for Research in Mathematics Education, 26(2), 163-181.
Slavit, D., Ernst-Slavit, G (2007). Helping English Language Learners conquer math terms. Remedial and Special Education, 39(2), 9-18.