A Critical Analysis of Math Teachers' Beliefs About Educating Latinx Emergent Bilinguals With Learning Disabilities (Poster 8)

• In Event: AERA Poster Session 9
  In Poster Session: Mathematics Education Research (San Diego)

Abstract

Latinx students, students with learning disabilities (SwLD), and emergent bilinguals with learning disabilities (EBswLD) have been historically disadvantaged in mathematics learning. Through a mixed-methods study, we explore teachers' beliefs and perceptions of teaching this population of students and how they influence the practices they enact in the classroom. In addition, we explore teachers' sense of self-efficacy teaching Latinx SwLD and EBswLD. Our findings suggest that some teachers perceive students as deficient in multiple areas and difficult to teach while other teachers view students as successful. The findings of this study emphasize the importance of creating a sense of urgency for taking accountability for the historical inequities that exist for marginalized students.

Authors

• Geraldo Tobon, University of Illinois at Chicago

• Marie Tejero Hughes, University of Illinois at Chicago