Illustrating Effective Teacher Reflection and Instructional Practices that Support English Learners in Mathematics

Abstract

Equity-based practices include positioning students as sources of expertise; distributing authority among students and teachers; and creating authentic experiences that explore mathematical ideas (Aguirre, Mayfield-Ingram & Bernard, 2013). This article describes how positioning, authority, and authentic experiences may empower English Learners (ELs). We worked with two separate Dual Language kindergarten classrooms to generate ideas for effective mathematics teaching so that each child succeeds. Our purpose was to: a) provide teachers opportunities and structures to examine their practices and reflect on how their decisions impact ELs, and b) examine the strategic use of positioning, authority, and authentic math experiences.