Insights of Immigrant Mathematics Teachers on Teaching Multilingual Students

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Decolonial Perspectives in STE(A)M Education, AI, and Gaming (Table 6)

Abstract

This qualitative research paper examines the differing perspectives of teachers on teaching mathematics to multilingual students in secondary education. Employing coloniality and subtractive schooling theories, it highlights the differing viewpoints across two racial groups: while monolingual White teachers in this study hold deficit-oriented views, seeing multilingual students as limited in capacity, immigrant bilingual teachers of color adopt inclusive and empowering pedagogies that challenge colonial power dynamics within secondary mathematics classrooms. Emphasizing asset-based perspectives, this study proposes preliminary educational topics to guide the development of preservice teacher courses and teachers’ professional development programs, including 1) culturally responsive teaching, 2) language support training, and 3) critical pedagogy training, all aimed at dismantling oppressive structures and promoting multiculturalism in mathematics education.

Authors

• Patricia Shimura Ambrosio, North Carolina State University

• Samantha Marshall, North Carolina State University

• Amelia Quonyelle Rivera, North Carolina State University

• Sunghwan Byun, North Carolina State University