Research for Remedy and Repair: An Analysis of Opportunity for Mathematics Success for Emergent Bilinguals

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Language, Culture, and Gender in Mathematics Education (Table 12)

Abstract

We use critical quantitative methods to investigate the intersection of mathematics and multilingual students. Using the SLDS we analyzed whether Emergent Bilinguals(EBs) have been provided an equitable opportunity in Math in Texas. We measure student success by analyzing growth on standardized state assessments with Math 7, 8 and Algebra I scores. Results were mixed. In Algebra I, no differences in overall effectiveness were found across the three teacher groups, but EB students learned more when taught by an ESL licensed teacher. For Grade 8, bilingual licensed teachers were more effective and ESL licensed were the least effective. For Grade 7, no differences in overall effectiveness were found, but EB students learned significantly less when taught by a bilingual licensed teacher.

Authors

• Minda M. Lopez, Texas State University

• Jim Van Overschelde, Texas State University

• Amy L. Wiseman, Texas State University