Linguistic and Conceptual Mathematical Access, a Key Concept to Provide Equitable Mathematics Instruction to Emergent Bilinguals

• In Event: Addressing Students' Language Learning in Math Science

Abstract

This study presents the case an experienced and trained mathematics teacher whom used research-recommended teaching practices (RRTPs) to support a linguistically diverse classroom in developing mathematical understandings of proportionality. Results of the qualitative line-by-line analyses suggests that the teacher took a nuanced approach to the RRTPs, providing what we understand as two different types of access to the mathematical activity—the first of which was “linguistic access” and the second “conceptual mathematical access.” We discuss
the implications of using both types of access in teaching EBs conceptually, as well as the difficulty of implementing RRTPs learned in prior professional development experiences in such a classrooms.

Authors

• Yury Marcela Rojas, New York University

• Karen A. Koellner, Arizona State University