Teachers' Perceptions and Experiences Teaching Math to Diverse Students

• In Event: Research in Mathematics Education Poster Session

Abstract

Through an interview study, we examined general and special educators’ perceptions and experiences teaching math to Latinx students with learning disabilities (LD) and emergent bilinguals (EB), and/or EB with LD. We analysed how teachers position and support these diverse students and the challenges they face in teaching math. Findings suggest that teachers position students in conflicting ways as capable of being mathematically competent, but academically low and dependent on others. Teachers provided support by increasing students’ access to the general education curriculum while also diminishing the quality of instruction. Teachers felt like there were structural challenges to successfully instructing students and also faced challenges with reaching these students because of issues perceived as inherent to students as learners.

Authors

• Geraldo Tobon, University of Illinois at Chicago

• Marie Tejero Hughes, University of Illinois at Chicago