Student Engagement in an Advanced Mathematics Program: A Case Study of Young Gifted English Learners

• In Event: AERA Roundtable Session Thursday 9:45 am - Gold 2
  In Roundtable Session: Investigating the Experiences of Students, Teachers, and Coaches in Early Childhood Mathematics

Abstract

English Learners (ELs) are underrepresented in gifted education, and little is known about their engagement in advanced academic settings. This mixed-methods case study examined two first-grade ELs—one high-performing and one with disability—participating in a gifted math program in an underserved school. Behavioral observations across 11 lessons tracked active/on-task, passive, and off-task behaviors by instructional setting; four anchor lessons provided qualitative vignettes of teacher–student interactions. Findings show both students were most engaged during small-group, inquiry-based tasks, while whole-class didactic segments elicited more passivity and off-task behaviors, particularly for the EL student with disability. This study highlights the need for active, role-based structures to create rigorous yet inclusive mathematics environments that unlock the potential of multilingual learners.

Authors

• Jenny Yang, St. John's University

• Gulnur Ozbek, St. John's University

• Vinh Quang Tran, St. John's University

• Seokhee Cho, St. John's University