Transforming Mathematics Teaching Practice: A Case Study of Using Math Language Routines in Action

• In Event: Division C Section 1C: The Role of Language in Mathematics Educations

Abstract

In a Design-Based Research study, a team of mathematics education practitioners and researchers engaged in design cycles for planning and implementing curriculum-embedded language development routines. This paper discusses unanticipated shifts in mathematics teachers’ dispositions toward student language: teachers expressed a surprising degree of interest in leveraging student writing for further learning, beyond the routines themselves. This research points to the value of collaborative job-embedded planning with math teachers to support student language development, and teachers’ in-the-moment decisions and ideas for leveraging student language as a resource for content learning. This study offers a close examination of professional practice geared toward supporting both multilingual students learning English and monolingual students to use student language as a resource for learning mathematics.

Authors

• Vinci Daro, ConnectED: The National Center for College and Career

• Kiera NP Chase, ConnectED: The National Center of College and Career