Building Mathematical Foundations for Multilingual Learners through Translanguaging and Modern Classrooms Project: An Action Research

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 1
  In Roundtable Session: Teaching at the Intersections: Language, Culture, and Equity in Multilingual Classrooms

Abstract

This pilot action research study with autoethnographic reflection examined the use of the Modern Classroom Project (MCP) practices and a translanguaging approach to support multilingual learners (MLs) in a high school ESOL Geometry classroom. The teacher-researcher implemented collaborative quizzing, scaffolded notetaking, and individualized mastery assessments while reflecting on her evolving instructional practices and positionality. A descriptive analysis of semester grades was conducted to observe patterns of academic performance across two instructional models. Findings suggest that MCP and translanguaging increased student engagement, provided more individualized support, and improved overall semester grades. This study offers practical implications for research and instructional practices, particularly for mathematics in-service teacher professional development and pre-service preparation programs seeking equitable and inclusive strategies.

Authors

• Cynthia Elizabeth Rodriguez, University of Illinois at Urbana-Champaign

• Woomee Kim, George Mason University