Teacher Beliefs and Their Influence on Math Instructions for Gifted English Learners (Poster 24)

• In Event: Thursday Poster Session 12:40 pm
  In Poster Session: Mathematical Teaching and Learning Poster Session

Abstract

The dynamic interplay between teacher beliefs and practices significantly impacts the quality of instruction and the trajectory of talent development in young students. This case study explored the beliefs and practices of two elementary teachers instructing gifted ELs in mathematics. The students exhibited higher levels of participation, communication, and engagement in critical thinking skills when their teacher embraces constructive perspectives in teaching mathematics. Conversely, students encounter restricted opportunities to independently construct their own understanding of mathematics when their teacher holds procedural-driven beliefs about teaching mathematics. The findings underscore the need for teachers to critically examine the connection between their beliefs and instructional practices and their impact on the student’s mathematical talent development.

Authors

• Jenny Yang, St. John's University

• Gulnur Ozbek, St. John's University

• Seokhee Cho, St. John's University