The data from this study exhibited that the diagramming method of solving math
word problems significantly improved student achievement in the experimental group (p
< .01) compared to the control group. The study demonstrated that urban, high school,
ELLs benefited from instruction that placed emphasis on the mathematical vocabulary
and symbols used in word problems and that both ELLs and EFLLs improved their
problem solving success through careful attention to the creation and labeling of
diagrams to represent the mathematics involved in standard word problems. Although
Learnertype (ELL, EFLL), Classtype (Bilingual and Mixed), and Gender (Female, Male)
were not significant indicators of student achievement, there was significant interaction
between Treatment and Classtype at the level of the Bilingual students (p < .01) and
between Treatment and Learnertype at the level of the ELLs (p < .01)
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