| Title: |
Equitable Teaching Practices: Developing Emergent Bilinguals' Positive Mathematical Identities = Prácticas Equitativas De Enseñanza: Desarrollando Identidades Matemáticas Positivas en Los Bilingües Emergentes |
| Language: |
English |
| Authors: |
Castellón, Libni B.; Kitchen, Richard; Matute, Karla |
| Source: |
North American Chapter of the International Group for the Psychology of Mathematics Education. 2022 (pter). |
| Availability: |
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Peer Reviewed: |
Y |
| Page Count: |
10 |
| Publication Date: |
2022 |
| Document Type: |
Speeches/Meeting Papers; Reports - Research |
| Education Level: |
Elementary Education; Grade 5; Intermediate Grades; Middle Schools |
| Descriptors: |
Equal Education; Teaching Methods; Bilingualism; Mathematics Education; Self Concept; Grade 5; Elementary School Students; Elementary School Teachers; Mathematics Instruction; Teacher Student Relationship; Mathematics Skills; Cognitive Ability; Language Usage; Native Language; Classroom Communication; Inclusion; Diversity; Problem Solving; Bilingual Teachers; Spanish; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Lesson Plans; Video Technology; Teacher Characteristics; Instructional Effectiveness |
| Abstract: |
This paper focuses on Emergent bilinguals (EBs) who traditionally face unequal opportunities to learn mathematics, harming their identities. The purpose of this paper is to illustrate how a fifth grade teacher cultivated the development of her EBs' mathematical identities by giving them opportunities to participate in cognitively demanding activities. Drawing on a conception of mathematical identity as something that changes in response to different situations, we illustrate how a fifth-grade teacher positively impacted her students' mathematical identities. The results reveal that when teachers use instructional strategies such as distributing mathematical authority, positioning students as mathematically capable, and incorporating students' languages as a resource for instruction, their EBs have multiple opportunities to build positive mathematical identities. [For the complete proceedings, see ED630210.] |
| Abstractor: |
As Provided |
| Entry Date: |
2023 |
| Accession Number: |
ED630347 |
| Database: |
ERIC |