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Working toward Linguistically and Culturally Responsive Math Teaching through a Year-Long Urban Teacher Training Program for English Learners

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Title: Working toward Linguistically and Culturally Responsive Math Teaching through a Year-Long Urban Teacher Training Program for English Learners
Language: English
Authors: Song, Kim H., Coppersmith, Sarah A.
Source: Journal of Urban Mathematics Education. Dec 2020 13(2):60-86.
Availability: Journal of Urban Mathematics Education. Texas A&M University, College of Education and Human Development, Aggie STEM, 1411 Hensel Street Suite 201, College Station, TX 77840. Tel: 979-862-4665; e-mail: jume@tamu.edu; Web site: https://journals.tdl.org/jume/
Peer Reviewed: Y
Page Count: 27
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Descriptors: Mathematics Instruction, Culturally Relevant Education, Language Usage, English Language Learners, Urban Schools, Inservice Teacher Education, Teacher Competencies, Teaching Skills, Teacher Attitudes, Program Effectiveness, Beliefs, Pedagogical Content Knowledge
ISSN: 2151-2612
Abstract: This qualitative study examined how participating in-service teachers demonstrated linguistically and culturally responsive mathematical teaching (LCRMT) competences after they completed a year-long National Professional Development Program grant-funded project. A two-dimensional LCRMT framework was developed to measure participating teachers' mathematical and mathematics-related competences. The qualitative data source was from three in-service teachers' observations and interviews. The interview and observation data were analyzed using open and axial coding and activity systems. Three themes emerged: 1) mathematics-related content teaching practices, 2) tools to support mathematics learning, and 3) teachers' mindsets and attitudes towards English Learner (EL) teaching. The researchers then compared verbatim examples using activity systems to examine the following research question: How did participating urban in-service teachers apply linguistically and culturally responsive mathematics teaching competences for ELs learned at a university EL teacher training program to their actual mathematics teaching in the classroom? The results, in general, indicated that the urban in-service teachers demonstrated improvement of LCRMT strategies that they used in their actual mathematics teaching after they completed the university training. However, challenges in the areas of mathematical discourse competences and teachers' sociocultural beliefs toward ELs revealed the need for ongoing professional support.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1280367
Database: ERIC
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  Data: Working toward Linguistically and Culturally Responsive Math Teaching through a Year-Long Urban Teacher Training Program for English Learners
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Urban+Mathematics+Education%22"><i>Journal of Urban Mathematics Education</i></searchLink>. Dec 2020 13(2):60-86.
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  Data: Journal of Urban Mathematics Education. Texas A&M University, College of Education and Human Development, Aggie STEM, 1411 Hensel Street Suite 201, College Station, TX 77840. Tel: 979-862-4665; e-mail: jume@tamu.edu; Web site: https://journals.tdl.org/jume/
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  Data: This qualitative study examined how participating in-service teachers demonstrated linguistically and culturally responsive mathematical teaching (LCRMT) competences after they completed a year-long National Professional Development Program grant-funded project. A two-dimensional LCRMT framework was developed to measure participating teachers' mathematical and mathematics-related competences. The qualitative data source was from three in-service teachers' observations and interviews. The interview and observation data were analyzed using open and axial coding and activity systems. Three themes emerged: 1) mathematics-related content teaching practices, 2) tools to support mathematics learning, and 3) teachers' mindsets and attitudes towards English Learner (EL) teaching. The researchers then compared verbatim examples using activity systems to examine the following research question: How did participating urban in-service teachers apply linguistically and culturally responsive mathematics teaching competences for ELs learned at a university EL teacher training program to their actual mathematics teaching in the classroom? The results, in general, indicated that the urban in-service teachers demonstrated improvement of LCRMT strategies that they used in their actual mathematics teaching after they completed the university training. However, challenges in the areas of mathematical discourse competences and teachers' sociocultural beliefs toward ELs revealed the need for ongoing professional support.
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      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Language Usage
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      – SubjectFull: English Language Learners
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      – SubjectFull: Urban Schools
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      – SubjectFull: Inservice Teacher Education
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      – SubjectFull: Teacher Competencies
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      – SubjectFull: Teaching Skills
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Beliefs
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