The Effects of Inquiry-Based Mathematics Instruction For English Language Learners

Amanda Anne Garcia

Abstract

This article reviews the effects of hands-on, inquiry based learning on the mathematics achievement of English language learners (ELLs). There were eighteen third grade participants of Mexican descent in this study. Their English language proficiency ability ranged from a level two to six. The study began with data collection from three weeks of regular instruction before doing three weeks of hands-on, inquiry based mathematics instruction. Both data periods began and ended with a pretest and posttest assessment to determine the achievement, measured by points of growth, during that specific type of instruction. The researcher found inquiry-based instruction did not improve mathematics achievement of ELLs; however, it would be of interest to study the impact of inquiry-based instruction in the regular education classroom over an extended period of time.