Mathematical Modeling for Multilingual Learners: A Gateway for Rightful Presence

• In Event: Culturally Sustaining Pedagogies in Mathematics Education: Constructing a New Vision for Research and Classroom Practices

Abstract

Objectives or Purposes
This paper explores how mathematical modeling supports multilingual learners and other diverse students by deepening conceptual understanding and academic language development within culturally sustaining pedagogy. Although modeling is emphasized in key standards (NGACBP/CCSSO, 2010; WIDA, 2020), guidance on integrating it with language-rich instruction remains limited. This study investigates instructional strategies that help multilingual students build models and articulate their reasoning. Through analysis of classroom practices and student work, the research identifies features of effective modeling tasks aligned with the macrogenres of narrative and explanation. Findings aim to promote equitable learning and strengthen diverse learners’ sense of rightful presence in mathematics classrooms (Calabrese Barton & Tan, 2019).

Theoretical Framework
Rightful presence refers to students experiencing legitimate membership in classroom communities that value them for who they are, while working to restructure power dynamics and make injustice and social change visible (Calabrese Barton & Tan, 2019). As the demand for STEM professionals increases, the ostracizing exclusion of students of color, multilingual learners, disabled students, and others from mathematics and other STEM pathways must cease and desist. Classrooms must become inclusive spaces where all students feel welcomed and valued. Mathematics is fundamental in this transformation. When mathematical modeling beyond equations is employed, inequities can be disrupted (Boaler et al., 2016) and diverse learners can envision themselves as capable and rightful participants in STEM fields.

Methods, Techniques, or Modes of Inquiry
Exploratory case study methods will be utilized to investigate two narrative tasks that lend themselves to problem solving approaches (e.g., Polya, 1945) and to various models to arrive at solutions. These tasks have been employed with adult learners who do not consider themselves “math people” and yet found themselves capable of solving these problems through modeling. Several sources will be used to explore learners’ journeys and successes that led them to reconsider their places in the content area of mathematics.

Results and/or Substantiated Conclusions
The most common response from participants has undoubtedly been, “I wish I had learned mathematics this way.” This has been a two-edge statement that at once affirms the use of modeling in mathematics and then confirms how the lack of this methodology in the subject has excluded so many people over time. The conclusion is simple: modeling is not optional for inclusive mathematics classrooms – it is mandatory.

Scientific or Scholarly Significance
The scholarly significance of this paper lies in its intersectional contribution to mathematics education, language development, and equity-focused pedagogy. This study provides empirical guidance regarding the integration of mathematics modeling across classrooms and the framing of the practice as a culturally sustaining practice. Overall, this paper has the potential to influence both research and practice by offering an equity-centered framework for supporting multilingual learners and other diverse learners in mathematics through modeling.

Author

• Karen L. Terrell, Loyola University Maryland