Enhancing math performance for English language learners through digital technology

• In Event: Emerging technologies in mathematics education

Proposal

Introduction
Canada has long been a favoured destination for immigrants and refugees, drawn not only by its multicultural identity but also by the opportunities it presents for a new beginning. There has been a significant uptick in the resettlement of refugees from regions such as Syria, Afghanistan, and Ukraine. Given that Ontario hosts the largest immigrant population (Statistics Canada, 2022; 2021), educational institutions, particularly school district boards, are witnessing an increasingly diverse student demographic. As such, the Ontario Ministry of Education has been at the forefront of integrating culturally responsive and relevant pedagogy (CRRP) to cater to this diverse demographic (Ontario Ministry of Education, n.d., 2020). This approach is crucial in ensuring that educational practices are equitable, providing all students with the opportunity to excel without compromising their cultural identities.
However, amidst these advancements, challenges persist as English language learners demonstrate low math performance, especially since the pandemic. English language learners, evident from the downward trend in their academic achievements, especially in Grade 9 mathematics as assessed by the provincial wide standardized assessment (EQAO, 2023; 2022; 2019; 2018; 2017; 2016). In fact, following the decline in Grade 9 math standardized test scores and English language leaners’ underperformance, a 2018 report urged the adaptation of curriculum and assessment resources to be linguistically, culturally, and geographically relevant, including indigenous knowledge (Campbell et al., 2018; Hargreaves, 2020). Despite these suggestions, the government shifted focus towards the digitalization of the standardized assessments in the 2021-22 academic year, a move that might have exacerbated the performance disparity between newcomers and their counterparts. Furthermore, the lack of disaggregated data from the student post-assessment survey obscures the specific experiences and perceptions of newcomers regarding numeracy and technology, thereby leaving a gap in understanding the full impact of these educational strategies on this student demographic. This oversight underscores the need for a more nuanced and inclusive approach to educational assessment and support for English language learners. This research is developed under a larger project named the ESCAPE project, funded by SSHRC and MITACS.

Research Question
How can digital technology support both educators and English language learners in math education?

Theoretical and conceptual frameworks
In this research, I employ both culturally and linguistically responsive pedagogy and digital multimodality as theoretical and conceptual frameworks. Culturally and linguistically responsive pedagogy recognizes and utilizes students' cultural and linguistic backgrounds as assets, integrating cultural references and supporting linguistic needs in the learning environment (García & Wei, 2014; Gay, 2002; 2010, Ladson-Billings, 2009; Lucas and Villegas, 2011). It ensures that math content is both relatable and accessible to English language learners. Digital multimodality employs various digital modes—such as text, audio, and interactive tools—to deliver content, offering visual and interactive experiences that make complex concepts more tangible. Moreover, mathematical language intrinsically includes text, images, symbols, signs, and notations, which classifies it as a naturally multimodal field. Utilizing digital tools for visuals and audio can clarify abstract mathematical ideas, rendering them more concrete and understandable for students (Ntelioglou et al., 2014). Digital tools also provide flexibility and accessibility and support language acquisition by incorporating features like translation and multilingual features, which are especially beneficial for students who may find language-based instruction challenging (Le Pichon et al., 2023). Together, these frameworks provide a comprehensive approach to addressing the educational needs of multilingual students in mathematics, aiming to create a more inclusive and effective learning environment.

Methodology & Findings
In this presentation, I will discuss the findings based on semi-structured interviews conducted with four math and English as Second Language teachers and a focus group of 10 English language learners who wrote the standardized math test in the 2023-24 academic year. Their responses will be coded using inductive thematic analysis as it grounds findings in the real-life experiences and perspectives of participants, leading to authentic and relevant conclusions (Braun & Clarke, 2008; Byrne, 2021). The teachers will share their experiences of using digital technology: 1) How they utilize digital technology; and 2) What are the advantages and challenges with digital technology. English language learners will share the benefits and challenges of using digital technology, specifically how they employed it for linguistic purposes and how it aided or not in understanding mathematical concepts and navigating the standardized online math test. We aim to explore how the integration of digital tools, tailored to diverse learning preferences and linguistic abilities, can improve students’ understanding and engagement with complex mathematical concepts. Our goal is to support academic success while also fostering digital literacy, an essential skill in today’s technology-driven world.

Conclusion & Contributions
This study aims to gain a deeper understanding of the unique backgrounds and experiences students bring into the classroom, particularly in a culturally diverse setting such as Ontario. It seeks to understand how the mathematical content knowledge and digital technology experiences that students possess can influence the development and implementation of effective educational strategies. This is crucial for ensuring that all students, especially English language learners, receive instruction that is both accessible and relevant to their diverse cultural and linguistic backgrounds. Moreover, with this research, I seek to understand the role digital technology can play in bridging the gap between traditional mathematical teaching methods and the needs of today’s diverse student populations.
Results of this research will provide valuable insights into the dual perspectives of educators and English language learners, shedding light on their real-world experiences with digital technology in mathematics education. These perspectives will highlight the potential of digital tools to both support and challenge learners, especially when navigating standardized online assessments.

Author

• Rosalia Cha, OISE/University of Toronto