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Culturally Responsive Instruction for Multilingual Learners in a Collaborative Mathematics Classroom
Fri, April 9, 9:30 to 10:30am EDT (9:30 to 10:30am EDT), SIG Sessions, SIG-Research in Mathematics Education Roundtable SessionsAbstract
This paper presents a multi-case study of two secondary co-teaching teams consisting of one mathematics teacher and one English to speakers of other language (ESOL) teacher. It investigates the co-teaching partnerships and how the teams collaborate to support cultural and linguistic practices (Paris & Alim, 2014, p. 86) in integrated mathematics and language instruction to offer English learners (ELs) opportunities to develop conceptual understanding of core content. The case study is examined through the lens of the Culturally Responsive-Sustaining (CR-S) framework (NYSED, 2019) in the secondary mathematics classroom. The findings indicate the teams used the components of the framework to support their Multi-lingual learners develop conceptual understanding, academic language, and disciplinary literacy in the mathematics classroom.