Equitable Teaching Practices: Providing Opportunities for Emergent Bilinguals to Engage in Mathematical Discourse

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Understanding Equitable and Inequitable Mathematics Instruction for Historically Marginalized Students (Table 3)

Abstract

Emergent bilinguals (EBs) have historically been denied opportunities to engage in a challenging mathematics education in the United States. This paper shares a fifth-grade teacher experience implementing mathematical discourse as an equitable teaching practice to provide EBs with opportunities to develop mathematical reasoning and language competencies. Among the equitable teaching practices incorporated in this study were asking proving questions, inviting students to participate, and establishing sociomathematical norms for participation. Findings illustrate that through mathematical discourse students had the opportunity to engage with one another sharing and comparing their solutions.

Authors

• Libni Berenice Castellon, University of Wyoming

• Richard Kitchen, University of Wyoming

• Karla Valesca Matute, University of Wyoming