Effective Bilingual Math Education for Emergent Bilinguals in a Rural School

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Special Delivery: Meeting Diverse Learner Needs in Rural Schools (Table 20)

Abstract

Rural schools have historically struggled with retention of high-quality STEM teachers (Brenner, Azano, Downy, 2021); research indicates that teachers who stay in rural schools for more than five years find a meaningful role within the community which also allows them to thrive in the classroom (Azano, Brenner, Downy, Eppley, Shulte, 2021). In deep east Texas, where this study takes place, not only are most schools considered rural and remote, they also have majority populations of high poverty. This qualitative research study was designed to document and showcase the effectiveness of a particular bilingual mathematics teacher, who specifically teaches the emergent bilingual students Algebra 1 in this rural school in Deep East Texas.

Authors

• Chrissy J Cross, Stephen F. Austin State University

• Amber Wagnon, Stephen F. Austin State University

• Keith Hubbard, Stephen F. Austin State University