Engaging Bilingual Mathematics Learners With Principle-Based Instruction

Authors

  • Sarah Roberts

Abstract

This paper uses a framework of four key principles and considers the research question: “How did four middle school mathematics teachers’ instruction align with these principles to engage bilingual mathematics students in mathematical work in meaningful ways?” Findings from qualitative methods provide examples from teachers’ practice, demonstrating how they: (1) used bilingual learners’ funds of knowledge and resources; (2) provided bilingual learners with cognitively demanding work; (3) provided bilingual learners opportunities for rich language and literacy exposure and practice; and (4) identified academic language demands and supports for bilingual learners.

Downloads

Published

2023-02-09

Issue

Vol. 12 No. 1 (2021): Teaching for Excellence and Equity in Mathematics (TEEM)

Section

Articles

License

Authors of papers submitted to TEEM agree not to publish or submit for publication their paper while it is under consideration for TEEM. Authors agree to transfer copyright of the paper to TODOS, but still keep the right to share (without charge) print or electronic copies of their TEEM article with their students and colleagues. Authors may post a pdf of their article on their personal or school’s website after that article’s issue of TEEM has been made available to all on the TODOS webpage (since the most current TEEM issue is available only to TODOS members).