Abstract
Multilingual learners (MLs), also referred to as English learners (ELs) in US K-12 public schools, and specifically newcomer MLs who have been in US schools for 2 years or less, are expected to learn the English language and reach grade level standards in the as their monolingual English-speaking peers. Mathematics education in the US has struggled over the years to achieve higher levels of math achievement for all students and for MLs. In this innovation in practice, we present how Ms. Shelley (pseudonym), a math high school teacher incorporated her newcomer MLs diverse math practices in her teaching.
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Recommended Citation
Andrei, Elena and Daley, Melissa
(2024)
"Teaching Math to Newcomer Multilingual Learners: The Case for Teaching Diverse Math Practices,"
Networks: An Online Journal for Teacher Research:
Vol. 25:
Iss.
2.
https://doi.org/10.4148/2470-6353.1387
Special Issue
No
Included in
Curriculum and Instruction Commons, Other Education Commons, Other Teacher Education and Professional Development Commons, Scholarship of Teaching and Learning Commons
