Bridging language and mathematics: Scaffolding strategies for English learners with mathematics difficulties

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This study examines how scaffolding strategies, linguistic, visual, interactive, and culturally responsive, support three English learners (ELs) with Mathematics Difficulties (MD) in solving word problems during the Conceptual Model-Based Problem-Solving intervention. An exploratory case study investigated the types of scaffolding used by a teacher to enhance these students’ mathematical reasoning. Findings indicate that linguistic scaffolding, particularly paraphrasing and vocabulary instruction, was most frequently employed, while interactive scaffolding fostered student engagement. Results demonstrate significant improvements in students’ word problem-solving performance. The study highlights the need for adaptable scaffolding approaches, such as tailored vocabulary support, to address the linguistic and mathematical challenges faced by ELs with MD and suggests further research to explore the long-term impact of these strategies on their academic success.