Using Language-Informed Learning Trajectories to Design Equitable Mathematics Learning Environments for Linguistically Diverse Students

• In Event: 68.054 - Perspectives on Equity and Mathematics Education

Abstract

This paper describes the mathematical reasoning of 12 high school students enrolled in Integrated Mathematics I observed in problem-solving interviews. The interviews were conducted as part of a larger design research project with the goal of developing specialized learning trajectories focused on providing English Learners equitable opportunities to develop robust mathematical understandings. Of the 12 students interviewed, 6 were classified as English Learners (ELs) and 5 reported being bilingual. The interviews included problems about linear and exponential functions. Analysis focused on student understandings, and the linguistic resources students used and the linguistic and mathematical challenges students faced. We describe results of our qualitative analysis and discuss next steps in the design process.

Authors

• William Carl Zahner, San Diego State University

• Lynda Wynn, San Diego State University

• Alicia Prieto, San Diego State University

• Irania Rivera, San Diego State University