| Title: |
Teaching Math to Newcomer Multilingual Learners: The Case for Teaching Diverse Math Practices |
| Language: |
English |
| Authors: |
Elena Andrei; Melissa Daley |
| Source: |
Networks: An Online Journal for Teacher Research. 2024 25(2). |
| Availability: |
New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org |
| Peer Reviewed: |
Y |
| Page Count: |
12 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Early Childhood Education; Elementary Education; Kindergarten; Primary Education; High Schools; Secondary Education |
| Descriptors: |
Mathematics Instruction; Multilingualism; English Language Learners; Kindergarten; High School Teachers; Mathematics Teachers; Educational Practices; Mathematics Achievement; Instructional Innovation; Teacher Student Relationship; Immigrants; English (Second Language); Second Language Learning; High School Students; Teaching Methods; Algebra; Culturally Relevant Education |
| ISSN: |
2470-6353 |
| Abstract: |
Multilingual learners (MLs), also referred to as English learners (ELs) in US K-12 public schools, and specifically newcomer MLs who have been in US schools for 2 years or less, are expected to learn the English language and reach grade level standards as their monolingual English-speaking peers. Mathematics education in the US has struggled over the years to achieve higher levels of math achievement for all students and for MLs. In this innovation in practice, we present how Ms. Shelley (a pseudonym), a math high school teacher incorporated her newcomer MLs diverse math practices in her teaching. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1446793 |
| Database: |
ERIC |