Date of Award

Fall 2025

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

George J. Roy

Abstract

This mixed methods study investigates the impact of an integrative Science, Technology, Engineering and Mathematics (STEM) approach on fourth grade students’ mathematical conceptual understanding and mathematical language acquisition. For the purposes of this research, mathematical language was defined as students’ comprehension and use of key mathematical terminology and concepts, while mathematical conceptual understanding was characterized as a comprehensive and practical grasp of mathematical ideas that goes beyond isolated facts and methods. The study was situated in the theoretical framework of situated cognition learning theory and informed by the conceptual framework of Wells PIRPSOAL model (2016), with particular attention to how an integrative STEM approach impacts both mathematical conceptual understanding and language understanding, as well as the correlation between these two aspects. Findings demonstrated that participation in the integrative STEM unit resulted in statistically significant gains in both mathematical conceptual understanding and mathematical language acquisition. Quantitative results from assessments and rubric-based measures were reinforced by qualitative evidence, including student work and discourse, which documented increases in reasoning, precision, and engagement. The analysis of these data sources highlighted how the integrative STEM approach supported not only measurable academic growth but also evidence of patterns of mathematical language acquisition. This study provides evidence that integrative STEM instruction fosters meaningful, transferable learning experiences that advance both mathematical conceptual understanding and mathematical language acquisition for multilingual learners in the fourth grade.

Rights

© 2025, Kayla Grace Eller

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