English Learners in K–12 Mathematics Education: A Review of the Literature

2018 ◽  
Vol 88 (6) ◽  
pp. 879-919 ◽  
Author(s):  
Zandra de Araujo ◽  
Sarah A. Roberts ◽  
Craig Willey ◽  
William Zahner
Keyword(s):  
Mathematics Education ◽  
English Learners ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Future Research ◽  
Sociocultural Perspective ◽  
Mathematics Classrooms ◽  
Persistent Pattern ◽  
Mathematics Teaching And Learning ◽  
K 12

Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research to identify how to provide ELs with high-quality mathematics education. Over the past two decades, education researchers have responded with increased attention to issues related to the teaching and learning of mathematics with ELs. In this review we analyzed literature published between 2000 and 2015 on mathematics teaching and learning with K–12 ELs. We identified 75 peer-reviewed, empirical studies related to the teaching and learning of mathematics with ELs in Grades K–12 and categorized the studies by focus (Learning, Teaching, and Teacher Education). We synthesize the results of these studies through the lens of a sociocultural perspective on language in mathematics. We then discuss avenues for future research and calls to action based on the extant body of literature.

Strengthening Partnerships through Family Math Nights

2018 ◽  
Vol 23 (5) ◽  
pp. 284-287 ◽  
Author(s):  
Lynn Liao Hodge ◽  
Michael Lawson
Keyword(s):  
Preservice Teachers ◽  
Mathematics Education ◽  
Best Practices ◽  
Teaching And Learning ◽  
High School Mathematics ◽  
University Mathematics ◽  
The Past ◽  
Mathematics Teaching And Learning ◽  
University Mathematics Education ◽  
K 12

Collaboration is central to impacting mathematics teaching and learning. As a university mathematics education professor (the first author) and a graduate student in mathematics education and former high school mathematics teacher (the second author), we have initiated partnerships with urban and rural middle schools, families, and preservice teachers during the past five years, using Family Math Nights (FMNs) as the vehicle for collaboration. FMNs are events that usually take place in school gyms, libraries, or cafeterias to promote awareness and inspire interest in K-12 mathematics education. The events are highly interactive, with stations that allow both adults and students to interact with teachers to better understand what inquiry and best practices in mathematics look like. The approach that we facilitated is quite different from the typical approach to designing and implementing FMNs.

Intercultural Development Among Music Students and Teachers: A Literature Review

2021 ◽  
pp. 875512332110614
Author(s):  
Sangmi Kang
Keyword(s):  
Service Learning ◽  
Literature Review ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Music Students ◽  
Future Research ◽  
Power Dynamics ◽  
Intercultural Development ◽  
K 12

In a diverse society, it is crucial to transform one’s attitudes from ethnocentric to ethnorelative to deeply engage in, negotiate, and reconcile various cultural manifestations. Using the umbrella term of intercultural development, I reviewed empirical studies of cross-cultural endeavors, contexts, and outcomes among music students and teachers in K–12 and higher education settings. Intercultural development takes place in various contexts, including classroom projects, university partnerships, service learning, and professional development. According to the literature, music students and teachers working in intercultural settings have elicited learning outcomes related to their intercultural development. The outcomes included intercultural competence and sensitivity, musical and pedagogical understanding, and critical awareness of power dynamics. Based on the literature review, I provide implications for intercultural development in music teaching and learning, and suggest future research directions for scholars.

scholarly journals Event-driven Programming in Programming Education

2021 ◽  
Vol 21 (1) ◽  
pp. 1-31
Author(s):  
Aleksi Lukkarinen ◽  
Lauri Malmi ◽  
Lassi Haaranen
Keyword(s):  
Programming Languages ◽  
User Interfaces ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Empirical Studies ◽  
Future Research ◽  
Programming Education ◽  
Event Driven ◽  
Mapping Review ◽  
K 12

During the past two decades, event-driven programming (EDP) has emerged as a central and almost ubiquitous concept in modern software development: Graphical user interfaces are self-evident in most mobile and web-based applications, as well as in many embedded systems, and they are most often based on reacting to events. To facilitate both teaching practice and research in programming education, this mapping review seeks to give an overview of the related knowledge that is already available in conference papers and journal articles. Starting from early works of the 1990s, we identified 105 papers that address teaching practices, present learning resources, software tools or libraries to support learning, and empirical studies related to EDP. We summarize the publications, their main content, and findings. While most studies focus on bachelor’s level education in universities, there has been substantial work in K-12 level, as well. Few courses address EDP as their main content—rather it is most often integrated with CS1, CS2, or computer graphics courses. The most common programming languages and environments addressed are Java, App Inventor, and Scratch. Moreover, very little of deliberate experimental scientific research has been carried out to explicitly address teaching and learning EDP. Consequently, while so-called experience reports, tool papers, and anecdotal evidence have been published, this theme offers a wide arena for empirical research in the future. At the end of the article, we suggest a number of directions for future research.

scholarly journals Status Quo and Prospective of WeChat in Improving Chinese English Learners’ Pronunciation

2017 ◽  
Vol 10 (4) ◽  
pp. 140 ◽  
Author(s):  
Kanghui Wang
Keyword(s):  
New Media ◽  
Mobile Learning ◽  
English Learners ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Handheld Devices ◽  
Self Directed Learning ◽  
Support Functions ◽  
English Pronunciation ◽  
Chinese English Learners

With the ubiquitous usage of wireless, portable, and handheld devices gaining popularity in 21st century, the revolutionary mobile technology introduces digital new media to educational settings, which has changed the way of traditional teaching and learning. WeChat is one of the most popular social networking applications in China featured by its interactivity and real-time communication that has attracted attention of educators to its pedagogical value. This study evaluates the utilization of WeChat in mobile learning and, in particular, its potential for improving English pronunciation among English learners in China. It probes into the perennial problems of Chinese students in English pronunciation acquisition and oral practice, discusses WeChat’s support functions in mobile learning, demonstrates the relevant empirical studies of WeChat in teaching and learning, and analyses the potential value of using WeChat in improving English pronunciation. Examinations in this paper enable one to reflect on the strengths of mobile learning by WeChat and to explore how this social media tool is likely to solve the pronunciation difficulties of Chinese English learners. It is found that applying WeChat to English pronunciation teaching and practicing helps create better self-directed learning environment, enhance learning flexibility and improve oral learning effectiveness. It is hopefully that insights gained from examining how WeChat helps improve English pronunciation learning will shed light on further innovations of teaching designs in this area.

scholarly journals Um cenário de estudos envolvendo o ensino de Matemática através da Resolução de Problemas em periódicosA study scenario involving the teaching of mathematics through problem solving in journals

2020 ◽  
Vol 22 (2) ◽  
pp. 252-280
Author(s):  
Kaique Nascimento Martins ◽  
Jamille Vilas Bôas
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The State ◽  
University Education ◽  
Teaching Mathematics ◽  
Mathematics Teaching And Learning ◽  
Teaching Of Mathematics

ResumoO presente estudo é uma pesquisa bibliográfica inspirada no Estado do Conhecimento, tendo como objetivo compreender focos temáticos nas produções acadêmicas que utilizam/abordam o ensino de matemática através da resolução de problemas. Para tanto, realizou-se um mapeamento das produções acadêmicas publicadas nos periódicos: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista e Educação Matemática Pesquisa, entre janeiro de 2011 e junho de 2019. De um modo geral, percebemos uma variedade de estudos contendo diferentes perspectivas discutidas e abordadas tanto na educação básica quanto no ensino superior.  A partir deste trabalho, é possível ampliar o entendimento sobre a temática, fortalecendo a ideia de que esta pode potencializar o processo de ensino e aprendizagem de matemática.Palavras-chave: Resolução de problemas, Mapeamento, Educação matemática.AbstractThe present study is a bibliographic research inspired by the state of knowledge, aiming to understand thematic focuses on academic productions that use/approach teaching mathematics through problem-solving. For this purpose, we mapped the academic productions published in journals: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista, and Educação Matemática Pesquisa, published between January 2011 and June 2019. We noticed a variety of studies containing different perspectives discussed and addressed both in basic and university education. From this work, it is possible to broaden the understanding of the theme, strengthening the idea that it can enhance the mathematics teaching and learning process.Keywords: Problem solving, Mapping, Mathematics education. ResumenEl presente estudio es una investigación bibliográfica inspirada en el estado del conocimiento, con el objetivo de comprender enfoques temáticos sobre producciones académicas que utilizan/abordan la enseñanza de las matemáticas a través de la resolución de problemas. Para ello, mapeamos las producciones académicas publicadas en las revistas: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista y Educação Matemática Pesquisa, publicadas entre enero de 2011 y junio de 2019. Notamos una variedad de estudios que contienen diferentes perspectivas discutidas y abordadas tanto en educación básica como en educación universitaria. A partir de este trabajo, es posible ampliar la comprensión del tema, fortaleciendo la idea de que puede potenciar el proceso de enseñanza y aprendizaje de las matemáticas.Palabras clave: Resolución de problemas, Mapeo, Educación matemática.

English Learners (EL) and Computer Science (CS) Learning

2021 ◽  
pp. 70-87
Author(s):  
Sumi Hagiwara ◽  
Neledith Janis Rodriguez
Keyword(s):  
Computer Science ◽  
English Learners ◽  
Student Participation ◽  
Future Research ◽  
Playing Field ◽  
Linguistic Challenges ◽  
K 12

The national call to increase student participation in CS is widely adopted, but there is limited research that examines English learners (EL) on the agenda for K-12 CS education. This chapter contributes to the literature by analyzing the landscape of EL in computer science and highlighting the linguistic challenges that EL students experience in CS. By understanding significant themes that emerge from these challenges, we conclude with recommendations on how to support EL and future research and strategies for creating a more equitable playing field in CS education for English learners.

Do current English language development/proficiency standards reflect the English needed for success in school?

2011 ◽  
Vol 28 (3) ◽  
pp. 343-365 ◽  
Author(s):  
Alison L. Bailey ◽  
Becky H. Huang
Keyword(s):  
Language Development ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Empirical Studies ◽  
School Setting ◽  
English Language Development ◽  
Language Learner ◽  
Academic English ◽  
K 12

English language development or proficiency (ELD/P) standards promise to play an important role in the instruction and assessment of the language development of English language learner (ELL) pre-K-12 students, but to do so effectively they must convey the progression of student language learning in authentic school contexts for authentic academic purposes. The construct of academic English is defined as the vocabulary, sentence structures, and discourse associated with language used to teach academic content as well as the language used to navigate the school setting more generally. The construct definition is informed by a relatively modest number of empirical studies of textbooks, content assessments, and observations of classroom discourse. The standards of a state with a large ELL population and a large multi-state consortium are then reviewed to illustrate the role of the academic English construct in the standards’ coverage of language modalities or domains, levels of attainment or proficiency, grade spans, and the needs of the large number of young English learners. Recommendations and potential strategies for validating, creating, and augmenting standards that reflect authentic uses of academic language in school settings are also made.

(Mis)Taken Identities: Reclaiming Identities of the “Collective Black” in Mathematics Education Research Through an Exercise in Black Specificity

2017 ◽  
Vol 41 (1) ◽  
pp. 228-252 ◽  
Author(s):  
Maisie L. Gholson ◽  
Charles E. Wilkes
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Black Children ◽  
Research Literature ◽  
Mathematics Education Research ◽  
Social Identities ◽  
Identity Based ◽  
Mathematics Teaching And Learning ◽  
Research In Mathematics Education

This chapter reviews two strands of identity-based research in mathematics education related to Black children, exemplified by Martin (2000) and Nasir (2002). Identity-based research in mathematics education is a burgeoning field that is disrupting narratives around the meanings of mathematical competence and brilliance. We argue that the identities of Black children as doers and knowers of mathematics are often confused (or mistaken) with stereotypical images of various social identities, as well as wrongly confiscated (or mis-taken), in order to perpetuate persistent narratives of inferiority, criminality, and general ineducability of these children. We use Black children as a particular example within the mathematics education research literature and argue that children within a so-called “collective Black” are subject to the same racial scripts that organize mathematics teaching and learning. While we acknowledge that important lines of identity-based research have emerged to reclaim the rightful identities of Black children and those within the collective Black, we conclude with a critique of this recent literature in which we note the troubling exclusion of girls and young children.

scholarly journals The Effects of Children’s Literature on Preservice Early Childhood Mathematics Teachers’ Thinking

2018 ◽  
Vol 18 (1) ◽  
pp. 96-114 ◽  
Author(s):  
Christopher Jett
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Children's Literature ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Future Research ◽  
Education Majors ◽  
Childhood Education ◽  
Mathematics Teaching And Learning

In this article, the author shares an intervention of using children’s literature as a pedagogical frame for an undergraduate mathematics content course with early childhood education majors to influence their thinking about mathematics teaching and learning. With this case study of 29 preservice teachers, the author found that literature increased preservice elementary teachers’ excitement about mathematics, heightened their self-efficacy in mathematics, and motivated them to design innovative mathematics lessons. By elaborating on these findings, the author makes a case for the continued need for mathematically competent teachers in elementary classroom spaces, and the author advocates for the incorporation of literature as a means to do this work. Finally, the author provides implications for future research and practice with other SoTL-related projects involving children’s literature.

scholarly journals INTRODUCTION TO SPECIAL ISSUE

2020 ◽  
Vol 11 (3) ◽  
pp. 1-11
Author(s):  
Johanne Jean-Pierre ◽  
Sandrina De Finney ◽  
Natasha Blanchet-Cohen
Keyword(s):  
Postsecondary Education ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Youth Care ◽  
Future Research ◽  
Special Issue ◽  
Prevention Education ◽  
Child And Youth Care ◽  
Curricular Practices

This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students’ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant.

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