Mathematical Rigor, Linguistic Scaffolds, Cultural Responsiveness: Working Toward a Common Goal of Deepening Student Interactions

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Language, Culture, and Gender in Mathematics Education (Table 12)

Abstract

Although researchers have stressed the importance of encouraging students to share ideas to deepen mathematical understanding and to develop their English language skills, it is not clear how to best support these conversations. This paper highlights the instructional and linguistic supports used in two different countries, the U.S. and New Zealand, that strengthened the mathematical rigor, linguistic scaffolds and cultural responsiveness of discussion-based mathematics lessons with multilingual learners in grades 3-5. Findings indicate that teachers strategically used three-phase lesson structures, talk moves, sentence frames, and the use of multiple languages in both countries to promote discussion among students. Implications include further inquiry into the outcomes of these instructional supports and additional professional learning and development for ambitious teachers.

Authors

• Rachel M. Restani, University of California - Davis

• Robin Martin, University of California, Davis

• Margarita Jimenez-Silva, University of California - Davis

• Suzanne Abdelrahim, University of California - Davis

• Rebecca Ambrose, University of California - Davis

• Jodie Hunter, Massey University

• Tony Albano, University of California - Davis