Preparing K-8 Mathematics Teachers to Support English Language Learners: Utilizing Mathematics Learning Case Studies

• In Event: Creating Contexts of Pedagogical and Curricular Support for Non-English-Background Students in Mathematics and Science

Abstract

Description and Objectives

Teachers Empowered to Advance CHange in Mathematics project (TEACH MATH) is a multi-university collaborative aimed at equipping prospective teachers (PSTs) with powerful strategies to promote robust mathematics learning particularly with traditionally underserved students including students of color and English Language Learners (ELLs). Teachers participated in a mathematics methods course activity (the Mathematics Learning Case Study, MLCS) which includes “getting to know” a particular ELL student through disposition and problem solving interviews and shadowing experiences, and considering how to build on the child’s strengths in mathematics instruction. We describe the MLCS activity, and report findings related to PSTs’ dispositions and practices for supporting ELLs in mathematics.

Theoretical Framework
Learning to teach mathematics effectively to diverse groups of students (including ELLs) requires a combined focus on children’s mathematical thinking and children’s cultural, linguistic and family funds of knowledge –– what we call children’s multiple mathematical knowledge bases (Turner et al., 2012). First, increased emphasis on mathematical problem solving and discourse (NCTM, 2000) poses opportunities and challenges for ELLs and their teachers that require attention to the role of language in learning mathematics, including how academic language demands, use of home language, and multimodal communication can impact ELLs’ learning (Moschkovich, 2002). Frameworks for culturally responsive pedagogy emphasize the important role of culture, including how knowledge, skills, experiences and practices found in students’ homes and communities (i.e., funds of knowledge)—and can be resources for students’ mathematical learning (Civil, 2007; Foote, 2009; González, Moll, & Amanti, 2005). We explore the dispositions, understandings and practices related to ELLs’ multiple mathematical knowledge bases that PSTs evidenced in the MLCS.

Methods
Participants included 128 PSTs from five universities. Each PST conducted a MLCS with an ELL in their field experience classroom. Data sources included written artifacts from the case study assignment, e.g., PSTs’ interview reports and reflections. Initial analyses identified all instances when PSTs described, interpreted or responded to students’ multiple mathematical knowledge bases (e.g., cultural/linguistic practices or knowledge, mathematical strategies). All instances were coded using a hybrid-coding scheme (Bogdan & Biklen, 2006) that included key ideas from our framework.

Results and Conclusions

The MLCS supported PSTs’ emerging understandings and practices related to effective mathematics teaching for ELLs in at least 3 ways. First, opportunities to talk with ELLs about their home and community-based experiences helped PSTs revise deficit-based ideas about students and their families. Some PSTs used this information to craft mathematical tasks that built upon these funds of knowledge. Second, opportunities to interact with ELLs as they solved and discussed mathematical problems helped PSTs recognize students’ mathematical strengths and competencies, including those not always apparent during general observations. These discoveries prompted some PSTs to reflect on the role of academic language in learning mathematics, and others to consider how to draw on home language as a resource for learning. Third, interacting with ELL in multiple settings and over time helped PSTs learn about building relationships and trust with culturally/linguistically different students and see the value of teacher-student relationships for supporting students’ mathematics learning.

Authors

• Julia Maria Aguirre, University of Washington - Tacoma

• Erin Turner, The University of Arizona

• Mary Q. Foote, Queens College - CUNY