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Mathematics Lesson Design for English Learners versus Non-English Learners from Perspectives of Equity and Intersection

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  • Additional Information
    • Availability:
      Journal of Urban Mathematics Education. Texas A&M University, College of Education and Human Development, Aggie STEM, 1411 Hensel Street Suite 201, College Station, TX 77840. Tel: 979-862-4665; e-mail: jume@tamu.edu; Web site: https://journals.tdl.org/jume/
    • Peer Reviewed:
      Y
    • Source:
      23
    • Education Level:
      Higher Education
      Postsecondary Education
      Elementary Education
      Grade 5
      Intermediate Grades
      Middle Schools
    • Subject Terms:
      Instructional Design; Mathematics Instruction; Equal Education; Social Justice; English Language Learners; Native Language; Lesson Plans; Urban Schools; Student Characteristics; Mathematical Concepts; Learning Processes; Culturally Relevant Education; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Graduate Students; Inservice Teacher Education; Language Teachers; Teacher Education Programs; Grade 5; Elementary School Students
    • ISSN:
      2151-2612
    • Abstract:
      Calls for "mathematics for all" or "mathematics for social justice" bring light to the importance of equity issues within and through mathematics education. Employing the theoretical perspectives of equity and social justice for mathematics education, and the intersection of language, culture, and mathematics, this study examined how a group of in-service teachers working in inner-city settings designed mathematics tasks and strategies for English Learners (EL) in comparison with non-ELs. The data, 23 sets of lesson design responding to two learner profiles, was analyzed using inductive content analysis. Findings suggest that meaningful opportunities to learn the same mathematics concept were presented less often to ELs, who also were more likely to experience a lack of active participation and engagement than non-ELs. From the intersectional perspective, teachers heavily relied on ELs' native language support rather than exploring the complexity of mathematical discourse. The lack of cultural integration in their lesson designs was also notable. These findings imply that the attention of mathematics education for ELs needs to be redirected from language support per se to the interplay between language, culture, and mathematical concepts in order to create a level playing field.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1348197