Leveraging Our Understanding of Mathematics and Language Learning Opportunities for Multilingual Learners

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Studies Focused on Supporting Multilingual Mathematics Learners (Table 6)

Abstract

Capturing when learning occurs is essential in a space that seeks to promote learning as one of its core goals. Yet, because of its complexity, mathematics educators and researchers often analyze proxies for learning. This paper uses a situated perspective of learning and examines an innovative analytical methodology that combines the analysis of mathematics and language learning opportunities with a cross-examination of classroom structures of mathematics lessons. This approach of analysis enables the recognition of patterns that reveal situations favorable for language and mathematics learning. This dual-layered approach offers a comprehensive view of classroom dynamics and allows for the identification of moments that enhance mathematics and language learning opportunities, ultimately benefiting all students.

Authors

• Daniela Steflitsch, University of Klagenfurt

• Beatriz E. Quintos, University of Maryland

• Tarik Buli, University of Maryland