| In 2001, the United States government passed the No Child Left Behind Act requiring that schools provide programs so that all children, including English Language Learners, reach high standards by demonstrating proficiency in English Language Arts and mathematics. Some educational leaders have proposed that increasing the participation of children in arts-related extra-curricular activities will have a beneficial effect on their academic achievement. Several researchers have reported on the effects of arts instruction on literacy achievement, but there is very little research on the effects of arts instruction on mathematics achievement. The purpose of the present investigation was to compare the mathematics achievement of fourth and fifth grade English Language Learners who received visual arts instruction with those who did not, and describe ways in which art education activities support and develop mathematical learning. The results of the study indicate that the students participating in the arts program made significantly greater gains than the group of non-participants. Observational data from the arts instruction classroom show that there were numerous instances of students having the opportunity to learn and apply mathematic concepts as per the process and content strands of the state mathematics standards, along with the enhancement of literacy, both general and mathematical. Implications for implementing similar programs include the need for teachers to emphasize aspects of mathematics and literacy during arts activities, the importance of creating a learning environment where English Language Learners feel comfortable expressing themselves in English, thus enhancing their facility with the language, and the incorporation of specific academic development activities such as vocabulary-building activities, journal writing, and activities that encourage problem-solving, analysis, and evaluation. |
