- Browse/Search
Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Browse By Descriptor
- Information Menu
Search Tips
Annual Meeting Theme
Exhibitors
About Philadelphia
About AERA
- Navigation and Settings Menu
Personal Schedule
Sign In
- Social Media Menu
Facebook
X (Twitter)
Creating Contexts of Pedagogical and Curricular Support for Non-English-Background Students in Mathematics and Science
Sat, April 5, 2:45 to 4:15pm, Marriott, Floor: Fifth Level, Grand Ballroom ISession Type: Symposium
Abstract
In this symposium, 3 independent research projects, describe efforts to increase the STEM pipeline, in mathematics, for non-English background learners. Research and design instructional interventions in community college developmental mathematics materials, mathematics pre-service instructional pedagogy, and middle school mathematics and engineering project-based activities will be presented. Studies of the impact of these interventions on teacher practice and on student learning is discussed. Theoretically, the research described here draws on heavily on culturally responsive pedagogy (Ladson-Billings, 1994) and funds of knowledge (Moll, 1992). Data includes artifact-based, focus group, and individual interviews, case study assignment written artifacts, videotaped group interactions, student journals; student computer-based products; and pre and post results of mathematics and engineering attitudes.
Sub Unit
Chair
Papers
Designing Embedded Language and Literacy Supports for Developmental Mathematics Teaching and Learning - Kimberley Gomez, University of California - Los Angeles; Maritza Lozano, University of California - Los Angeles
Preparing K-8 Mathematics Teachers to Support English Language Learners: Utilizing Mathematics Learning Case Studies - Julia Maria Aguirre, University of Washington - Tacoma; Erin Turner, The University of Arizona; Mary Q. Foote, Queens College - CUNY
Language and Literacy Challenges in Developmental Mathematics Curricular Materials: Lessons From Community College Instructors - Nicole Anne Mancevice, University of California - Los Angeles; Katherine Rodela, Washington State University
“At First It Was Very Hard, Then It Was Fun”: Conjecturing a Learning Trajectory for Underrepresented Middle School Students in Mathematics and Engineering - Sylvia Celedon-Pattichis, University of New Mexico; Carlos Alfonso Lopez Leiva, University of New Mexico; Marios S. Pattichis, University of New Mexico; Daniel Llamocca, University of New Mexico