Teachers’ Beliefs, Perceptions, Experiences, and Strategies in Teaching and Engaging Multilingual Learners in Mathematics Classrooms

• In Event: Thursday Roundtable Session 9:00 am
  In Roundtable Session: Coaching, Teacher Knowledge, and Pedagogy in Mathematics Education (Table 10)

Abstract

While the number of Multilingual Learners (MLs) has been increasing, there has been limited research about how teachers support MLs’ engagement. A notable paucity of studies focuses on mathematics teachers’ experiences supporting MLs’ learning and engagement. This study investigated mathematics teachers' beliefs, perceptions, experiences, and strategies in teaching and engaging MLs in 6th -12th grade mathematics classrooms. The results showed that teachers should learn about strategies for academic support of MLs, school and district resources available to support for MLs. They should have more willingness to work with MLs and encourage autonomy and cultural awareness of students. It is believed that the results of the study will help teachers of MLs to comprehend the prominence of culturally responsive teaching.

Author

• Merve Nur Kursav, Dartmouth College and CPM Educational Program