Principles for Curriculum Design and Pedagogy in Multilingual Secondary Mathematics Classrooms

Zahner, William; Pelaez, Kevin; Calleros, Ernesto Daniel

doi:10.1007/978-3-030-72009-4_13

Cited by 5 publications

(1 citation statement)

References 20 publications

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“…In recent years, some ideas for curriculum design and practice in STEM multilingual contexts have been published (see Essien & Msimanga, 2021). Zahner et al (2021), for example, present three interconnected principles for designing mathematics classrooms that improve multilingual students participating in mathematical discussions. Considering example 3, multilingual individuals could support individual students on an hourly basis.…”

Section: Discussion Limitations and Concluding Remarksmentioning

confidence: 99%

Mathematics teaching for migrant students in German schools—How do teachers respond to their students’ diverse needs?

Lüssenhop,

Kaiser

2024

Asian Journal for Mathematics Education

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The increase in international migration and the global number of students learning mathematics through a language other than their home language makes migrants’ educational pathways a particularly urgent issue. The current paper focuses on the German context as Germany is currently one of the major immigration countries in the Western context. Because German is widely perceived as the language of opportunity for migrants in the German school system, it is overwhelmingly the selected language of learning and teaching in the broader school system and within migrant classes. The article is based on qualitative interviews with mathematics teachers teaching migrant classes; and the data analysis followed the Grounded theory tradition. The central phenomenon that seemed to preoccupy all teachers was how to adapt mathematics teaching to the language- and mathematics-related diversity of their students while simultaneously helping them to transfer smoothly to the mainstream classes or pass the final examinations successfully. Due to the lack of institutional support for teaching in migrant classes and problems in dealing with multilingualism and mathematics-related diversity in mathematics lessons, they were generally frustrated with the situation despite being strongly motivated at first. Using three examples from the data, we illustrate teachers' strategies in relation to multilingualism and mathematics-related diversity. Overall, the study points to the necessity of supporting teachers in their mathematical practices in migrant classes to contribute to more inclusive mathematics education.

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Section: Discussion Limitations and Concluding Remarksmentioning

confidence: 99%

Mathematics teaching for migrant students in German schools—How do teachers respond to their students’ diverse needs?

Lüssenhop,

Kaiser

2024

Asian Journal for Mathematics Education

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Enacting multilingual learner core practices: a PST’s approximations of practice of mathematics language routines

Roberts,

Olarte

2023

J Math Teacher Educ

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This study considered a preservice teacher’s (PST’s) attention to multilingual learner core practices within her approximations of practice of mathematics language routines during a secondary mathematics methods course. We used a framework of approximations of practice to understand how a PST enacted and developed an understanding of multilingual learner core practices. To provide a vision for what multilingual learner core practices can look like in nontraditional instructional contexts, we qualitatively analyzed four approximations of practice of mathematics language routines from a single PST during a single semester of a methods course. We share how she navigated the remote teaching context and engaged sample students in all of the multilingual learner core practices despite the challenges of the COVID-19 pandemic, providing an example of what these practices may look like in remote instruction. We also discuss how these multilingual learner core practices interact and complement one another. We consider possible implications, limitations, and future research directions.

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Transforming learning opportunities in linguistically diverse secondary classrooms through promoting discussions: results of an intervention

Zahner,

Calleros,

Wynn

et al. 2024

Mathematical Thinking and Learning

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Principles for Curriculum Design and Pedagogy in Multilingual Secondary Mathematics Classrooms

Cited by 5 publications

References 20 publications

Mathematics teaching for migrant students in German schools—How do teachers respond to their students’ diverse needs?

Mathematics teaching for migrant students in German schools—How do teachers respond to their students’ diverse needs?

Enacting multilingual learner core practices: a PST’s approximations of practice of mathematics language routines

Transforming learning opportunities in linguistically diverse secondary classrooms through promoting discussions: results of an intervention

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