Teaching Practices to Facilitate Emergent Bilinguals' Participation in and Access to High-Quality Mathematics

• In Event: 61.068 - MTCC Roundtable Session 23
  In Roundtable Session: 61.068-9 - Improving Mathematics Teaching and Assessment for English Learners

Abstract

In recent years, a selection of mathematics education researchers has studied the practices of exemplary mathematics teachers of traditionally marginalized students. From this research, instructional practices have been identified as supporting equitable learning environments. To determine if these practices are effective with and across emergent bilinguals, we examined classroom transcript using two different frameworks. Our analysis revealed that each framework illuminated or examined in greater depth different aspects of a teacher’s practice. Consequently, we argue for the benefits of blending multiple frameworks to extend what can be captured and reduce the likeliness that important aspects of instruction may be “missed.” Moreover, teacher educators can benefit from using the two frameworks when examining pedagogy or working with teachers.

Authors

• Erin Smith, The University of Southern Mississippi

• Jonee Wilson, North Carolina State University